National Crime Prevention Council

SCHOOL SAFETY AND

SECURITYTOOLKITA Guide for

Parents, Schools,and Communities

The National Crime Prevention Council (NCPC) is a private, nonprofit, tax-exempt [501(c)(3)] organiza-tion whose primary mission is to enable people to create safer and more caring communities by addressingthe causes of crime and violence and reducing the opportunities for crime to occur. NCPC publishesbooks, kits of camera-ready program materials, posters, and informational and policy reports on a variety ofcrime prevention and community-building subjects. NCPC offers training, technical assistance, and anational focus for crime prevention: it acts as secretariat for the Crime Prevention Coalition of America,more than 4,000 national, federal, state, and local organizations committed to preventing crime. It hosts anumber of websites that offer prevention tips to individuals, describe prevention practices for communitybuilding, and help anchor prevention policy into laws and budgets. It operates demonstration programs inschools, neighborhoods, and entire jurisdictions and takes a major leadership role in youth crime preven-tion and youth service; it also administers the Center for Faith and Service. NCPC manages the McGruff®

“Take A Bite Out Of Crime®” public service advertising campaign. NCPC is funded through a variety ofgovernment agencies, corporate and private foundations, and donations from private individuals.

This publication was made possible through funding from The Allstate Foundation.

Copyright © 2003 National Crime Prevention CouncilAll rights reserved.Printed in the United States of AmericaOctober 2003

National Crime Prevention Council1000 Connecticut Avenue, NW, Thirteenth FloorWashington, DC 20036-5325202-466-6272www.ncpc.org

ISBN 1-929888-29-5

M I S S I O N

S T A T E M E N T

To enable people to create safer and more caring communities by addressing the causes of crime and violence and reducing the opportunities for crime to occur.

National Crime Prevention Council®

SCHOOL SAFETY AND

SECURITYTOOLKITA Guide for

Parents, Schools,and Communities

Dear Concerned Parent, School Administrator, or Member of the Community:

We are pleased to present you with this new resource, School Safety and Security Toolkit: A Guide forParents, Schools, and Communities. We hope that it will enable you to work together to make ourschools safe places in which our children can learn and grow and become the responsible citizens oftomorrow.

Although reports of school shootings dominate the media, we must remember that other less dra-matic and less deadly outbreaks of violence take place in schools across the country every day. Theseevents may seem insignificant compared to the horror of the well-publicized shootings, but they aresymptoms of problems that should be addressed. Bullying, intimidation, and harassment can serve asthe foundation for more lethal events in the future, and educators now consider them to be predictorsof more serious crimes in schools and elsewhere.

The Be Safe and Sound campaign is an initiative of the National Crime Prevention Council conducted in collaboration with National PTA and NCPC partners, The Allstate Foundation, ASSA ABLOY Group, Nextel Communications, and Security Industry Association. It seeks to mobilize parents, policymakers, school officials, and students to take action to prevent violence in our schools by enhancing school safety and security in communities across the nation. The goal of Be Safe and Sound is to engage and educate these audiences and to provide them with objective and expert-based school safety and security principles.

This toolkit is an easy-to-use guide that will assist parents and administrators in implementing the BeSafe and Sound model in their schools. It includes a step-by-step procedure for assessing school safetyand security, forming an action team, identifying the problems, holding a forum with stakeholders tobrainstorm solutions, developing an action plan and building support for it, and evaluating theresults. The appendices provide all the materials you will need to implement this process,ÛÛÛÛÛÛ from surveysto identify the problems to a sample press release and media advisory to publicize your efforts.

We encourage you to fill out the Be Safe and Sound registration form in the front of this toolkit. Thiswill enable us to provide you with updates and ideas from other Be Safe and Sound sites. If youwould be willing to evaluate Be Safe and Sound, please check off the appropriate box on the form.Your feedback will help us improve the program and provide the tools you need. A Be Safe andSound newsletter is also available.

Our children are our most important resource, and ensuring that they are safe and secure in theschools across our country is our most important task.

Cordially,

Steven W. EdwardsVice President, Community, Children, and YouthNational Crime Prevention Council

Register Your Initiative!Registering your Be Safe and Sound initiative helps us get in touch with you with updates and ideas fromother Be Safe and Sound sites, as well as learn what else you need to make your initiative successful. Theform should be completed by the individual who is using the toolkit. When registering, you may alsovolunteer as an evaluator, request more information about becoming a designated Safe and Sound school,or sign up to receive newsletters.

Help Us Evaluate Be Safe and Sound

Evaluators will provide feedback about the toolkit and their experiences launching a local school safety andsecurity campaign. This feedback will assist NCPC and its partners in improving the Be Safe and Soundprogram and tools. Evaluators will receive a coupon providing a 25 percent discount off one NCPCpublication selected from those highlighted in this toolkit (see Resources). Check the correspondingbox on the registration form to volunteer as an evaluator. An evaluation form will be mailed to you.

Become a Designated Safe and Sound School

Each year, NCPC and its partners will designate a number of schools Safe and Sound. The designation willindicate that the school is committed to comprehensive school safety and security planning and has metthe minimum recommended criteria of the Be Safe and Sound campaign. To receive more informationabout criteria used and the selection process, check the appropriate box on the registration form.

Get the News With Be Safe and Sound Newsletters

Sign up to receive a Be Safe and Sound newsletter on a monthly or quarterly basis. Newsletters include best practices and effective strategies, resources for professionals and parents, recent research findings, andBe Safe and Sound updates. Monthly newsletters are available by email only. Quarterly newsletters areavailable by fax or mail. Please check the corresponding box on the registration form.

v

Be Safe and Sound Registration Form

Contact name

Contact address

Day phone (optional)

� I’d like to evaluate Be Safe and Sound. Please send a form to the contact address above.

� I’d like to learn how our school can become a designated Safe and Sound school. Please send more information to the contact address indicated above.

� I’d like to receive the newsletter! I prefer to receive the newsletter by (check one)

� Email (monthly) to this address:

� Fax (quarterly) to this number:

� Mail (quarterly) to the contact address indicated above.

� Registration only. Please don’t send me any information.

Please tell us more about the school where this Be Safe and Sound initiative will be conducted:

Name of school

School address

Number of students attending the school:

School setting (check one): � Rural city or town � Urban � Suburban

Grade levels attending the school (circle all that apply):

K 1 2 3 4 5 6 7 8 9 10 11 12

My connection to the school is as (check the most relevant)

� Concerned parent � School counselor � School resource officer

� School principal � Other (please indicate):

Thank you for registering your Be Safe and Sound initiative! Please fold this form so the NCPC address shows,seal, and drop it in the mail. Postage is prepaid.

FOLD

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IntroductionSchool Safety and Security: A Concern for Parents 1Roles for Parents and Caregivers 2About the Be Safe and Sound Campaign 2The Campaign in Action 2

How To Get InvolvedWhat This Kit Will Help You Accomplish 5What’s the Time Frame? 6

Getting StartedThe School Principal: Your Number One Ally 7Understanding What Students Face 8Defining a Safe and Secure School 8

S T E P

1 Form an Action TeamEffective Recruiting 13Roles and Goals 13Getting Together 14

2 Identify Safety and Security ProblemsExisting Data 15Safety and Security Surveys 16Safety and Security Assessment 16Interpreting the Data 17Planning Checklist 17

3 Hold a School Safety and Security ForumWho Should Participate? 19How Big Should the Forum Be? 19Who Should Facilitate? 19Where Should the Forum Be Held? 20Inviting Stakeholders 20Planning Checklist 20Facilitating the Forum 20Forum Agenda 21

4 Develop an Action PlanDeveloping the Plan 23Planning Checklist 24

5 Publicize Your InitiativeGetting Your Story Told 25Planning Checklist 26

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6 Advocate Your CauseElected Officials 28Businesses 28

7 Evaluate Success and Revise the PlanMeasuring Up 30Planning Checklist 30Following Up 31

Endnotes 32

A P P E N D I C E S

A Indicator Data From Schools 33

B Administering Safety and Security Surveys 34

C Safety and Security Surveys 36

D Basic School Safety and Security Assessment 42

E Forum Facilitation Guide 47

F Action Planning Chart 52

G Sample Safety and Security Action Plan 53

H Working With the Media 54

I Planning a Press Event 57

J Sample Media Advisory 60

K Sample Press Release 61

L Be Safe and Sound Campaign Fact Sheet 62

M Sample Advocacy Letters 63

Resources 65

Glossary 71

Acknowledgments 73

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Schools are among the safest places for our chil-dren to be, with more victimizations occurringaway from school than at school. And yet, in2001, students ages 12 through 18 were victims ofabout two million crimes at school, includingabout 161,000 serious violent crimes. That sameyear, about 29 percent of students in grades 9through 12 reported that someone had offered,sold, or given them an illegal drug on schoolproperty.1 While overall school crime rates havedeclined in the past few years, violence, gangs, anddrugs are still present. It’s even more likely thatstudents will experience bullying, teasing, or per-sonal property damage and theft during and onthe way to and from school. These seeminglyminor incidents can often escalate into crisissituations. Some notable statistics:

� Most school crime is theft, not serious violentcrime. In 2001 there were 42 thefts for every1,000 students (ages 12 to 18) at school. Theftsaccounted for about 62 percent of all crimeagainst students at school that year.2

� Middle school students (ages 12 to 14) aremore likely than older students to be victims ofcrime at school.3

� During the 1999–2000 school year, 4.1 percentof public schools took serious disciplinaryaction against at least one student for bringing a firearm or explosive device to school, and 1.6 percent for using such a weapon at school.4

� An estimated 6,451 schools reported at leastone violent attack or fight with a weapon to lawenforcement personnel during the 1997–98school year.5

� In 2001, 36 percent of students saw hate-related graffiti at school, and 12 percentreported that someone had used hate-relatedwords against them.6

� Students are not the only ones affected byschool crime. From 1997 to 2001, teacherswere the victims of some 1.29 million nonfatalcrimes at school, including more than a millionthefts and 473,000 violent crimes such as rape,robbery, and assault.7

� Secondary schools are not the only schools atrisk. In a 2003 survey of school resource offi-cers, 70 percent of the respondents reported anincrease in aggressive behavior in elementaryschool children in their districts over the pastfive years.8

Crime statistics don’t tell the whole story. It’simportant to note that the perception of crime canbe as debilitating as crime itself. In 2001, 6 per-cent of students reported fears that they weregoing to be attacked or harmed at school; almost 5 percent said that they avoided one or more spe-cific areas at school for their own safety.9 Evenwhen actual crime rates aren’t as bad as they seem,the fear of becoming a victim is real.

In a 1996–97 study by the U.S. Department ofEducation, 84 percent of public schools were con-sidered to have a low degree of security.10 Fortu-nately, this is changing. Educators have come torealize that the foundation of all learning is safetyand security. Attendance and academic perfor-mance are closely linked to how safe students per-ceive the school environment to be. It’s hard foryoung people to concentrate on learning when

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IntroductionSchool Safety and Security: A Concern for Parents

Your child’s school hasn’t had a crisis that warrants national news coverage, butyou’ve become increasingly aware of disturbing incidents that aren’t as harmlessas they once seemed. Perhaps you’ve seen graffiti on the bleachers or a brokenclassroom window. Maybe you’ve heard that a teacher’s car was stolen from theparking lot of a nearby school or that evidence of drug dealing was found at theplayground. Even if you haven’t noticed anything unusual, it’s never too early tostart thinking about school safety and security. Preventive action can keep minorproblems from turning into serious ones.

they feel vulnerable, and a climate of fear forcesteachers to shift their focus from teaching to polic-ing. Safety and security concerns are fast becomingan important part of any dialog about improvingschoolwide academic performance.

Roles for Parents and Caregivers

Parent and caregiver involvement is crucial whenit comes to creating safer schools. People just likeyou have worked with school principals and staffto stop vandalism in its tracks, curb theft, intro-duce conflict resolution programs, redesign build-ing spaces to discourage illicit activity, and securefunding for security upgrades. You probably havemore access to information and resources than yourealize—through your day-to-day interactionswith your child and his or her friends, otherparents, teachers, school principals, coaches, andother community members.

Today, nearly every middle and high schoolstudent (and even some elementary students) canreport one or more incidents of crime or bullying. A survey on youth concerns about bullying, con-ducted by Wirthlin Worldwide for NCPC in 2002,revealed that six out of ten students witness “bully-ing or taunting” on a daily basis. And althoughrecent studies show that as many as 75 percent ofchildren have been victims of bullying, only 20 per-cent of parents surveyed in 2000 saw bullying as aserious or very serious problem for their children.11

Bullying is a big issue for students, and it shouldbecome a bigger issue for parents. Acting right awayon small problems can prevent big ones later. Thiskit will give you the steps and tools you need towork with school principals to make your child’sschool safer and more secure on a number of levels.

About the Be Safe and Sound Campaign

The Be Safe and Sound campaign is a public educa-tion and awareness campaign to involve parents inthe issue of school safety and security. Be Safe andSound was launched in 2002 and is an initiative of NCPC conducted in collaboration with National

PTA and NCPC partners, The Allstate Foundation, ASSA ABLOY Group, Nextel Communications, and Security Industry Association.

Be Safe and Sound encourages parents to part-ner with school principals to organize school safetyand security committees or action teams. Theseaction teams, which comprise parents, school prin-cipals, teachers, students, local law enforcement,and other key players, will

� assess local school safety and security needs.� identify and engage community leaders and

other concerned citizens who can help set safetyand security priorities.

� create action plans mapping out goals andobjectives for addressing specific safety andsecurity problems.

� promote and advocate for school safety andsecurity in the community.

� enact positive change in and around the schoolenvironment.

� evaluate the effectiveness of school safety andsecurity improvements.

See Appendix L to learn more about the Be Safeand Sound campaign.

The Campaign in Action

NCPC started the Be Safe and Sound campaignwith pilot programs in Kentucky andPennsylvania. In both locations, parents are work-ing in partnership with the school principal andother community leaders to make their children’sschools safer.

Woodford County High SchoolVersailles, KY Supported by the Kentucky Center

for School Safety(www.kysafeschools.org)

Woodford County High School is a rural schoolwith 1,113 students in grades nine through twelve.In April 2003, comprehensive safety and securityassessments were completed at the school, includ-ing an environmental assessment conducted by

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two police officers from Florence, KY. Using theresulting findings as a point of discussion, parentsand the school principal held a brainstormingforum with participation from school staff, locallaw enforcement officials, other parents, schoolcustodians, and students. Recommendations fromthe forum were then used to form a safety andsecurity action plan. The primary goal of theaction plan is to create systems changes aroundschool policies and programs. The school is nowmaking security improvements such as a digitalcamera system, new door locks, and student andstaff ID badges. In August 2003, to facilitate animproved social climate at the school, faculty andadministrators received professional developmentin building positive relationships with students.

Edwin M. Stanton Elementary SchoolPhiladelphia, PASupported by the Pennsylvania Center

for Safe Schools (www.safeschools.info/)

The Stanton School is an urban school with 335 students in kindergarten through fifth grade.

The school’s safety and security action team con-ducted several kinds of safety and security researchin January and February 2003. These includedsurveys of students, faculty, and parents to findout how each group perceived the school’s currentlevel of safety and security. The school principalthen worked with parents and other communityleaders to evaluate the survey data and form asafety and security action plan. The action planidentifies several major priorities: (1) to secure thebuilding against potential intruders; (2) to providea safe corridor to and from school; and (3) tolaunch a schoolwide anti-bullying campaign.

The school is now adopting several strategies toimprove safety and security, including a new door-bell and video camera surveillance equipment, aschool safety and security resource center, andmaterials to help teachers recognize signs of sexualabuse in students. One parent and four teachersattended a state-level training workshop in June2003 on classroom discipline. The school alsoplans to bring in outside experts to conduct work-shops on bullying prevention for school personnel,parents, and other interested parties.

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What This Kit Will Help YouAccomplish

Here is an outline of what you’ll find in thistoolkit.

Getting Started

Your first priority will be to establish a partnershipwith the school principal so you can work collabo-ratively to improve school safety and security.You’ll also need to understand the kinds of safetyand security threats today’s students face at schooland what makes a school safe (or unsafe).

S T E P

1 Form an Action TeamFinding partners who are equally con-cerned about school safety and security willbe important. You’ll work with the schoolprincipal to form a Be Safe and Soundaction team that will include teachers,students, parents, and other communitymembers.

2 Identify Safety and SecurityProblems The action team will use various researchtools to get a clear picture of safety andsecurity risks at your child’s school. NCPC has provided several research tools in this kit.

3 Hold a School Safety andSecurity Forum Once the action team has identified a list ofschool safety and security problems

through research, it will convene a largergroup of community members in a forum.Forum participants will decide which prob-lems need the most attention and willbrainstorm strategies for addressing thoseproblems.

4 Develop an Action PlanRecommendations from the forum willform the basis for a safety and securityaction plan. The plan will spell out specificsafety and security improvements at theschool and how the action team will imple-ment them.

5 Publicize Your Initiative Your action team will get the word outabout its Be Safe and Sound initiative andbegin follow-through on action plan items.Media coverage of your initiative will buildcommunity support for safety and securityimprovements at the school.

6 Advocate Your CauseRelationships and ongoing communicationwith business leaders and elected officialswill take your school safety and securityefforts to the next level.

7 Evaluate Success and Revise the PlanOnce safety and security improvementshave been made at the school, the actionteam will conduct follow-up research todetermine whether the changes are makinga difference. This research will help theteam make adjustments to the action plan.

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How To Get InvolvedImproving the safety and security of your child’s school may seem like a big task,but it’s not complicated when you follow a few basic steps.

What’s the Time Frame?

Be Safe and Sound is a campaign model that can be used on an ongoing basis tomake school safety and security improvements. Getting an initiative started atyour child’s school will take about a year. A typical timeline might look like this:

Months 1–2 Pull together your action team (Step 1) and strategically planyour initiative.

Months 3–6 Collect data, conduct surveys, and complete a school securityassessment. Analyze the results and identify problems (Step 2).Plan and hold the safety and security forum (Step 3).

Months 7–9 Create an action plan (Step 4). Present the plan to communitymembers, the school board, and other interested parties.Publicize your efforts (Step 5).

Months 10–12 Begin implementing the school safety and security improvementsspelled out in the action plan. Build support for your causeamong businesses and elected officials (Step 6).

Ongoing Evaluate your progress and make adjustments to the action plan(Step 7). Continually publicize positive outcomes.

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The School Principal: Your Number One Ally

Start by making an appointment with the schoolprincipal or vice principal. Establishing a partner-ship will be important to your cause. Principals havea great deal of expertise in school safety and securityissues, not to mention access to important informa-tion and inside knowledge of the school. In short,principals have the power to make things happen.

Chances are, the principal will applaud the factthat you are taking a positive, proactive approachto school safety and security. If that does not seemto be the case at your child’s school, do not goover the principal’s head to the superintendent’soffice or school board unless repeated attempts tomake contacts inside the school are unsuccessful.Taking such action immediately will only put theprincipal on the defensive and make it harder toform a strong partnership.

At your first meeting with the principal,

� Ask about existing safety and security programsat the school. You may find that the school hasa crisis committee set up to handle emergenciesor catastrophic events. (A crisis committee isnot the same as a safety and security committee.A crisis committee is generally dedicated toemergency response; a safety and security com-mittee focuses on preventing crimes before theyhappen.)

� If the school already has a safety and securitycommittee in place, ask how you can getinvolved.

� If the school doesn’t have such a committee,discuss how you can work with the principal toorganize one and implement the steps in thistoolkit.

During your meeting, try to learn more aboutthe school’s overall approach to school safety and

security. For example, you might ask the followingquestions:

� Is the school addressing ways to prevent as well as to respond to safety and security threats? Whohas been designated to coordinate these efforts?

� Does the school have procedures for respondingquickly to unsafe situations? If so, what arethey?

� Is a communications plan in place that enablesschool staff and administrators to contact one another quickly in an emergency situation?

� Are parents aware of whom to contact and how to contact them in the event of an emer- gency at the school?

� Are counselors and psychologists available towork with students who are troubled ordisruptive?

� Are safety and security addressed throughoutthe school campus, including play or athleticareas, classrooms, parking lots, hallways, stairs,and bathrooms?

� Do students have opportunities to problemsolve through peer mediation or other conflictresolution programs?12

� Does the school have procedures in place thatencourage safe reporting of potential acts ofviolence?

� Do teachers receive training in school violenceprevention, classroom management, or safetyand security issues?

Keep in mind that teachers, coaches, guidancecounselors, school resource officers, custodialworkers, and bus drivers are vital to any schoolsafety and security initiative. Your approachtoward school faculty and staff should be coopera-tive and collaborative. School personnel should beconsidered important resources for information onschool safety and security issues.

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Getting StartedBefore you begin any formal type of safety and security investigation, you’ll needto build a partnership with your child’s school administrators. You’ll also need togain a better understanding of the safety and security issues students face at schooland what makes a school safe and secure.

Understanding What Students Face

Understanding school safety and security alsomeans learning what it’s like to be a student at theschool. Here are some of the problems middleschool and high school students may face.

Bullying, intimidation, and isolation are par-ticularly common in middle schools. In the worstcases, these traumas can cause low self-esteem,poor academic performance, and depression. Somestudents who are bullied react by avoiding schoolentirely. Others respond with violence towardtheir tormentors, other students, or themselves.

Sexual harassment is unwelcome sexual be-havior. This includes sexual comments, physicalcontact, gestures, and the spreading of rumors.Victims often develop low self-esteem, suffer acad-emically, or avoid school altogether. Researchshows that girls, youth of color, and gay youth arethe most frequent targets. Sexual harassment is aform of discrimination and is illegal.

Theft accounts for the overwhelming majorityof school crime. Although theft rarely poses adirect threat to personal safety, it can make peoplefeel vulnerable at school. As a result, it can distractstudents and teachers from focusing on learning.

Guns and other weapons fortunately rarelymake it into schools. Even when they do, they areseldom used. However, the possibility of the pres-ence of weapons (or the fear that they might bepresent) can make it hard for students and facultyto concentrate on academics.

Gang activity and social cliques can increasetension and violence inside schools. This problemis not limited to schools in urban areas. Schoolsneed to make it clear that gang and clique behav-ior will not be tolerated, and they must apply con-sistent disciplinary measures.

Defining a Safe and Secure School

The Be Safe and Sound campaign encourages par-ents and school principals to evaluate the school’ssocial climate as well as its physical environment.While security devices such as locks and alarms are important, tighter security alone won’t make aschool safer. That’s why Be Safe and Sound placesequal emphasis on preventive safety measures thatfocus on behavior and environmental design.

Safety, for the purposes of this campaign, doesnot refer to health precautions such as skid-proofrubber mats or fire codes. Rather, safety refers toprevention measures that affect a school’s socialclimate, such as conflict resolution programs, zerotolerance policies, bullying prevention programs,visitor policies, and community service programs. Security refers to the reinforcement of the school facility with physical hardware, such as cameras, locks, and lighting, and with clear and consistent operating procedures and a communications plan.

Research shows that school safety works bestwhen there are schoolwide policies and practicesthat systemically address both the needs of stu-dents, school personnel, and the community andthe physical plant itself. Schools that have imple-mented comprehensive violence prevention and

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Key Messages for School Principals, Teachers, and Staff

� I am interested in working collab-oratively with you to make ourschool safer and more secure,using the Be Safe and Soundcampaign model.

� I know other parents who areconcerned about safety andsecurity and are interested involunteering their time andexpertise.

� I value and need your leadershipand perspective.

� I am concerned about schoolsafety and security, and I want tomake a difference.

response plans experience improved student per-formance, fewer student suspensions, a school cli-mate more conducive to learning, and better staffmorale; they are safer places.13

Three primary issues affect school safety andsecurity:

1. School climate—strategies for improving thesocial environment

2. School layout and organization—the principlesof crime prevention through environmentaldesign

3. Physical security—the need for locks, alarms,safety lighting, and more.

School Climate

Every school is different when it comes to safety,but research identifies several factors that affectwhether a school is safe or unsafe. Schools thatdemonstrate the following characteristics tend tobe unsafe:

� Poor design and use of school space� Overcrowding� Lack of caring, firm, and consistent disciplinary

procedures� Insensitivity to multicultural factors and diver-

sity issues� Student alienation� Rejection of at-risk students by teachers and

peers� Anger and resentment at school routines and

demands for conformity.14

Safe schools, on the other hand, have thesecharacteristics:

� A positive school climate and atmosphere� Clear and high expectations for student perfor-

mance and behavior� Strong student attachment to the school and

the educational process� High levels of both student participation and

parent involvement

� Opportunities for students to learn life skillsand develop socially

� Values and practices that make everyone feelincluded15

� A culture that encourages respect and an appre-ciation of diversity

� A principal and school board that respondpromptly to concerns and welcome input fromparents.

Your child’s school may have some characteris-tics from each list, putting it somewhere betweenthese two extremes. That’s why you’ll be workingin partnership with the school principal and anaction team to evaluate the school’s uniquestrengths and weaknesses. As your team works toidentify problems and develop solutions, considerthe following fundamental qualities of a safe andresponsible school, as identified by the U.S.Department of Education:

� The school has strong leadership, caring faculty,family and community involvement (includinglaw enforcement officials and representatives ofcommunity-based organizations), and studentparticipation in the design of programs andpolicies.

� The physical environment of the school is safe,and schoolwide policies are in place to promoteand support responsible behaviors.

� Prevention and intervention programs are sus-tained, coordinated, and comprehensive.

� Interventions are based on careful assessment ofstudent needs.

� Evidence-based approaches are used.� Staff are provided with training and support to

help them implement programs andapproaches.

� Interventions are monitored, and evaluationsare conducted to ensure that the programs aremeeting measurable goals and objectives.16

All schools—including elementary schools—should include crime prevention in their curricula.Students should learn how to settle disputes with-out violence, control their anger, embrace diver-

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sity, and solve problems. Students can also benefitfrom programs that build social skills, increaseself-esteem, teach assertiveness, assist with stressmanagement, and prepare them to deal withchange.

School Layout and Organization

Crime prevention through environmental design(CPTED) facilitates and enhances school safetyand security by ensuring that the physical layoutand organization of the school encourage positivestudent behavior. The principles of CPTED cen-ter on three areas: controlling access, improvingnatural surveillance, and increasing definition ofschool boundaries. These principles can easily andeffectively be applied to schools. For example, safeand secure schools can

� control unauthorized access to buildings andgrounds by● having a single access point of entrance for

visitors.● screening visitors and requiring them to wear

ID tags.● monitoring entry to the school from a single

point.● reducing the number of secondary entries

around the perimeter and to buildings.� improve natural surveillance of the school

buildings and grounds by● ensuring clear lines of sight by removing un-

necessary obstacles and trimming vegetation.● limiting hiding places by raising signs off the

ground, lowering bushes, etc.● improving lighting, limiting shadows, or

installing convex mirrors in dark or secludedareas.

� enhance school boundaries for better control by● clearly defining the edges of school property

with tree plantings or fences to reinforce thefact that the school is not a public-accessspace.

● individualizing areas of the school (e.g., artsdepartment, science department) to promote

boundaries or “ownership” and pride in theschool as well as to make it easier to identifyunauthorized individuals.

● keeping up good maintenance—a clean,well-cared-for school fosters school pride andorderliness.

NCPC offers training and technical assistance inschool-based CPTED that might be of interest toyour school. See Resources for more information.

Physical Security

Prevention programs and CPTED improvementsare not enough to ensure a safe environment.Security measures reduce the risk of crime andschool violence by enabling the administration tocontrol and monitor access to any area of thefacility. Other practical guidelines reduce situationsor environments that may encourage criminalbehavior or vandalism.

In facilities where there is a history of crime,physical security enhancements help to “targetharden,” sending the message that it will be harderto commit a crime or act of violence at the school.Target hardening includes installing video cam-eras, metal detectors, or alarm systems or hiringsecurity personnel. Security technologies canincrease detection and delay or slow a perpetrator’sprogress, but they are not sufficient in themselvesto reduce crime and violence. Consequences mustalso be established and enforced if the technologiesare to be effective. Employing security guards orstationing law enforcement personnel at the schoolis also an option.

To ensure the security of students, faculty, and staff, safe and secure schools follow theseguidelines:

� Visitors’ policy requires visitors to sign in orshow proper identification.

� Unmonitored doors are locked from the outsideat all times to prevent unauthorized persons oritems from entering the building unnoticed.

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� Students entering and exiting the school prop-erty are monitored.

� All doors have high security locks or electronicaccess control units. This applies especially toclosets that have private information or haz-ardous materials, outside doors, and basements.

� Operating procedures include a clear commu-nications plan to ensure that administrators and staff can contact one another instantly in emergency situations.

� Deadlocks are not accessible from the inside ofthe restroom.

� All doors are solid. Sheet steel covers both sidesof back and basement doors.

� Door frames and hinges are in good conditionand strong enough to prevent them from beingpried open.

� All windows are secure.� Upon change of staff or administration, locks

are changed or cylinders are rekeyed.� Motion-sensitive as well as constant lights are

used outdoors.� Dark places around the building are illumi-

nated by adding lighting, cutting back shrubsso light can penetrate, etc.

� Stairwells and out-of-the-way corridors are welllighted to prevent violence.

� The receptionist is equipped with a panic but-ton for emergencies, a camera with a monitor atanother location, and a high security lock onthe front door that can be controlled.

� Identification badges, office keys, and codes areprotected, and a process for reporting lost ormissing badges and keys is in place.

� A formal document destruction policy defineswhen documents should be destroyed and how.Off-site destruction services should not be usedfor the most sensitive documents.

For nontechnical, non-vendor specific informa-tion on security technologies, consult The Appro-priate and Effective Use of Security Technologies inU.S. Schools: A Guide for Schools and Law Enforce-ment Agencies, a research report from the NationalInstitute of Justice. It provides information on thefollowing:

� Available security products � Strengths, weaknesses, and expected effective-

ness of these products in schools� Costs of products—installation, operation,

maintenance, manpower, and training expenses� Requirements to specify in order to get a suit-

able product� Related legal issues.

The report covers video surveillance (cameras,video recording equipment), metal detectors(walk-through, hand-held scanners, x-ray baggagescanners), entry control technologies, and duressalarm devices. For more information, download orview the report online at www.ncjrs.org/school/home.html.17

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Effective Recruiting

Work with the school principal or assistant princi-pal to identify and recruit action team members.Potential recruits for your safety and securityaction team include

� School administrators and teachers� Guidance counselors and social workers � Coaches, custodial staff, and bus drivers� PTA/PTO officers and other concerned parents� Board of education representatives� Business and community leaders� School resource officers and security personnel� Students.

Once you and the school principal have identi-fied potential action team members, decide whowill contact each individual on the list. Onceformed, the action team should meet on a regularbasis. Try to secure a committed group of aboutten people for the team. Make sure that time com-mitments are clear to all action team members.

Roles and Goals

Before your first action team meeting, sit downwith the principal to review the Be Safe andSound steps in this toolkit and think about thefollowing questions:

� Who will be in charge of the safety and securityaction team? As a parent, you can co-chair theaction team with the school principal. Keep inmind that the principal will probably be in thebest position to run meetings.

� What are the overall goals for the action team?� What is the timeline for achieving each goal?� How will each stage in your Be Safe and Sound

initiative be implemented? What are the tasks

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Step 1: Form an Action TeamYour school may already have a safety and security committee or an action team.If not, now is the time to work with the school principal to organize one. Aschool safety and security action team is a group dedicated to assessing safety andsecurity threats, developing strategies for action, advocating for change, facilitat-ing improvements, and evaluating outcomes.

Involving Students

At the high school level especially, it isimportant to include students in yourefforts to assess and improve schoolsafety and security. Empowerment is animportant step toward overcoming vic-timhood, and youth want to be involvedin making their schools better. NCPC’sAre We Safe? Focus on Teens surveyconfirms that teens believe that theycan be effective in stopping violence. Athird of the survey respondents saidthat they could act directly to stop oravoid violence by not fighting, by stop-ping others from becoming violent, byspeaking out against violence, etc. Athird of the respondents also said thatdemonstrating respect for others is ameans of preventing violence. And onein four cited being a positive role modelfor other teens as a way to curb vio-lence. Young people want to be part ofthe solution.18

NCPC offers a range of programsand curricula that can be implementedin schools to involve students in im-proving safety and security. Two suchprograms are Teens, Crime, and theCommunity (TCC) and the Youth SafetyCorps. For more information aboutthese and other helpful programs, seeResources in this toolkit.

involved? Who should do what? (Some sectionsof this toolkit include a planning checklist tohelp you get started.)

� Who will serve as the contact point and officialspokesperson to the media? (Again, the school

principal may be the best person tohandle this.)

Now that you and the school principalhave answered these questions, you areready to plan the first action team meeting.

Getting Together

The goal of the first meeting will be to getthe action team started on collectingresearch and data about school safety andsecurity. The agenda for your first meet-ing should look something like this:

1. Welcome2. Introduce attendees/participants (and

explain what brings each person tothe table)

3. Provide an overview of the Be Safeand Sound steps in this toolkit

4. Clarify mission/purpose of Be Safeand Sound action team

5. Discuss potential threats to schoolsafety and security

6. Discuss research methods to pursue7. Identify available assets and resources8. Assign tasks and deadlines9. Set time, date, and location for next

meeting10. Adjourn

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Tips for Your First Action Team Meeting

� Be sure your meeting time doesn’t conflictwith other important events.

� Plan to keep the meeting fairly brief—less than90 minutes is probably enough time.

� Have an agenda prepared for the group’sapproval.

� Share the work so that people work togetherfrom the start. Put one person in charge oforganizing refreshments. Another can be incharge of setting up the room. Someone elsecan take notes and write up minutes.

� Allow people to share their concerns, butdon’t get caught up in a gripe session.

� Remember, you are there as a group to orga-nize your safety and security campaign, notjust to chat. Everyone should have a chance tocontribute, but be sure the group makes someclear decisions.

� List the next steps and who will take them.Assign deadlines for these tasks. Try to geteveryone committed to helping. Build somecheckpoints into your timeline so that expec-tations and deadlines can be adjusted asneeded.

� Agree on a date, time, and place for the meet-ing and the subjects that will be covered.

� Existing data: statistics that are readily avail-able through the school, police department, orother community groups

� Survey data: opinions about school safety andsecurity collected from students, faculty, andparents

� Assessment data: observations about safety and security threats resulting from a thorough assessment of the school’s physicalenvironment.

Note that all research must be done in accor-dance with state laws and the policies of your localboard of education. For example, you may not beable to conduct student surveys without first get-ting signed permission slips from parents andapproval from the school district. Also, informa-tion about specific school disciplinary actions maybe considered confidential. For this reason, it’s agood idea to let the school principal oversee datacollection and analysis. He or she will be mostfamiliar with relevant policies, laws, and privacyrequirements.

Existing Data

School systems collect statistics that may be usefulin identifying safety and security problems. Theschool principal can help you obtain informationabout

� violations of state and federal laws on schoolproperty. These include homicide, robbery,rape, drugs, assault, theft, auto theft, arson, andvandalism.

� disruptive incidents on school property (whichmay or may not be in violation of the law).These include fights, students “acting out,” andother incidents that break the safe flow of aschool day or event.

� accidents or injuries involving students andstaff.

� attendance and graduation rates.� levels of student participation in extracurricular

activities.

Statistics tracking incidents that occur beyondschool grounds may also be relevant to schoolsafety. For example, a high number of juveniledrug arrests in the community would suggest druguse as a potential problem at school.

What do you do with all these data? In review-ing incident-related data (such as the number ofassaults, drug arrests, or cases of vandalism atschool), you’ll want to look for patterns. Do inci-dents all seem to happen in one part of the build-ing? At a specific time of day? On the same day ofthe week? During basketball season? Just beforethe end of the school year? Are the perpetratorsstudents or nonstudents?

The principal will have a good feel for theschool environment and therefore will be a greatresource in identifying patterns. If the schoolhasn’t already done so, it may be helpful to logincidents into a database that can be sorted by

� Kind of activity� Date and time of activity� Place of activity� Injuries, if any� Property damage� Disciplinary action taken, if any.

Categorizing data this way will allow youraction team to compare incidents by date, time,place, or the nature of the problem. This willmake it easier to identify specific patterns thatdeserve attention.

Other types of data tracked by schools can alsobe helpful. Cumulative numbers such as school

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Step 2: Identify Safety and Security ProblemsFormal research will help the action team confirm or dispute suspected safety andsecurity problems, as well as point toward other issues you may not be aware of.This process of identifying areas for improvement is called needs assessment. Inconducting a thorough school safety and security needs assessment, there arethree kinds of information your action team should obtain:

attendance and graduation rates will be particu-larly useful later on when you’re ready to evaluatethe success of new school safety and security mea-sures. These data, which are often referred to asindicators, are used to compare current condi-tions to those in the past. Indicators are either pos-itive or negative. Positive indicators are those inwhich an increase in the numbers shows progressor a positive result (for example, graduation rates).Negative indicators are those in which downwardmovement is good (for example, the number ofexpulsions).

For more information about how to use indica-tor data, see Step 7: Evaluate Success and Revisethe Plan. For a list of safety- and security-relatedindicator data that may be available from yourschool or community, see Appendix A.

Safety and Security Surveys

Safety and security surveys administered to stu-dents, school staff, and parents are another helpfultool for evaluating safety and security threats (bothreal and perceived). Survey research reveals infor-mation about the school climate—the social andemotional atmosphere inside the school. Surveysmight ask respondents to indicate specific areas ofthe school where they feel unsafe or give theiropinions about which types of threats (for exam-ple, theft, bullying, or drugs) are the most seriousat the school. Surveys can be particularly helpfulbecause they monitor feelings, not just hard facts.

Keep in mind that it may not be possible tosurvey every student in the school. In this case, theschool principal can help identify a sample groupof students representing all grade levels and thediversity of the student body.

Surveys should be administered not only at thebeginning of the Be Safe and Sound initiative butalso after safety and security improvements havebeen made at the school. As part of the evaluationprocess, use surveys to determine whether or notthe changes are making a difference. (See Step 7for more information about using surveys to gaugethe success of the initiative.)

Surveys for school staff, parents, and students,along with instructions for their use, can be foundin Appendices B and C. You may want to checkwith your school district’s computer experts tofind out if the surveys can be posted online forelectronic completion and tabulation.

Safety and Security Assessment

A safety and security assessment of the schoolenvironment can be an invaluable tool.Conducted on-site, a thorough assessment willtake note of architectural spaces that may be con-ducive to crime, as well as any gaps in securityequipment and procedures. The assessment shouldbe conducted by a crime prevention expert whounderstands state laws and regulations related toschool safety and security. To find a qualifiedassessor, contact your state school safety center,department of education, or local police depart-ment. You can also contact a local chapter of ASISInternational, the international organization forsecurity professionals, to see if free assistance isavailable (visit www.asisonline.org).

A thorough security assessment will not onlyevaluate hardware and procedures but will alsoincorporate school climate and the principles ofcrime prevention through environmental design(CPTED). The assessment should pose questionssuch as the following:

� Are walkways and other pedestrian paths clearand well lighted?

� Are chemicals and other hazardous or poten-tially dangerous materials kept in locked stor-age?

� Are parking areas patrolled during schoolhours?

� Are parents involved in developing disciplinaryprocedures?

� Do faculty and staff know procedures forreporting crimes and agree to do so?

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For more information about school climate and CPTED principles, see Getting Started andResources.

What if your action team is unable to secure anoutside expert to perform the security assessment?Appendix D includes a basic school safety andsecurity assessment that can be conducted by par-ents, school staff, older high school students, andschool safety and law enforcement personnel whohave not had specialized training in such work.Detailed instructions on how to perform theassessment are provided.

Interpreting the Data

Now you have statistical data pointing to certainpatterns and survey data pointing to certain pat-terns. Combine these findings with the results ofyour safety and security assessment, and one ofthree things may happen:

1. The three kinds of data all point toward thesame problems. In this case, the action team’sfocus will be clear.

2. The three kinds of data disagree; two data setsindicate a pattern that the third data set doesn’tfit. If this happens, the action team shouldquestion whether data are consistent or some-how distorted. For example, the school mayhave had one isolated incident that created a lotof fear—even if the incident was minor—thatmay be affecting survey responses indicatinghow people feel inside the school. Chances are,the two data sets that are in agreement pointtoward the areas you really need to focus on.But just to be sure, you might want to shareyour data with an expert or two. The schoolshould have access to experienced research ana-lysts to help with this. Also, your police orsheriff’s department should be able to connectyou to experts specializing in crime analysis. Ifnot, contact a local college or university to see if a staff member there may be able to provideassistance.

3. The three kinds of data all conflict with eachother. If all three data sources disagree (or sim-ply fail to support each other), the action team

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PLANNING CHECKLIST

Before your action team begins its research, it will be helpful to consider these questions:

� How and where will you obtain existing (indicator) data? Who will be in charge of this?

� Will indicator data come already formatted in a database? If not, who will create a data-base?

� Who will analyze the data?

� Who will organize the survey process? How and when will surveys be administered?

� Who will tally the survey results?

� Who will secure an outside assessor for the security assessment? From where?

� If an outside assessor cannot be secured, who will conduct the basic security assess-ment included in this toolkit?

� Who will compare different sets of data and identify patterns pointing to specific prob-lems? Are there local experts who can help?

� Who will be in charge of preparing a report of the research findings for use at the schoolsafety and security forum?

should look at the priorities of the school andwhat the school is doing (or not doing) to cre-ate an environment that is open, comfortable,and conducive to learning. If, for example, sur-veys show that fear is rampant throughout theschool, yet that finding is not supported byother data, the fear is a real problem nonethe-less. Research has demonstrated that fear ofcrime and actual crime rates are not alwaysclosely related. One incident occurring over afive-year period can cause lingering anxiety, andthat anxiety can be just as debilitating as real

physical injuries. It can also infect the wholeschool.

Once the action team has reviewed all the dataand identified the school’s safety and securityproblems, the team should prepare a report topresent to parents, school staff, and communitymembers in preparation for the school safety andsecurity forum. The report should clearly lay outthe issues facing the school, providing data andresearch as support.

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Who Should Participate?

At the very least, your forum should include thefollowing people:

� School principal or assistant principal� PTA/PTO officer� Faculty and support staff (this may include

teachers, coaches, guidance counselors, schoolpsychologists, nurses, social workers, custodi-ans, and bus drivers)

� School resource officers� Students� A board of education representative.

You may also want to invite other communitymembers such as businesspeople, law enforcementofficers, and public health professionals. Thinkabout people in the school and the communitywho have a valuable perspective on school safetyand security, as well as the ability to influencepublic action, opinion, and policy decisions. Forexample, you may want to invite

� Public health and mental health professionals� Local emergency service and healthcare

providers � Local business owners and Chamber of

Commerce members� Adult trainers specializing in group processes or

conflict resolution or youth trained in peermediation

� Elected officials such as city council membersand the mayor

� Local clergy � Police officers and other law enforcement

personnel

� Juvenile and family court judges or other juve-nile justice personnel

� Leaders of neighborhood crime watch units andcrime prevention groups

� Staff from your state-level school safety center(see Resources) or department of education

� Security specialists (contact ASIS to request probono assistance; see Resources)

� Members of the media.

How Big Should the Forum Be?

The forum should be big enough to include repre-sentatives from all the school and communitygroups you’ve identified as important. If this groupis quite large, you should divide the forum intosmaller groups of no more than ten for the brain-storming sessions. The small groups can work con-currently and report back to the larger group.Determine in advance how forum participants willbe assigned to groups, making sure that the exper-tise of participants is spread out among the groups.For example, you won’t want to have several policeofficers working in the same small group.

Who Should Facilitate?

To keep the forum discussion running smoothly,your action team will need to secure facilitatorswho are experienced in leading strategy-buildingor problem-solving sessions. Each small brain-storming group should have its own facilitator.The facilitator may be a school administrator, abusinessperson, or someone from a local nonprofitorganization. The key here is objectivity. Avoidhaving action team members act as facilitators;

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Step 3: Hold a School Safety and Security ForumOnce your research and analysis are complete, the action team should invite addi-tional education and community representatives to participate in a school safetyand security forum. The forum will be devoted to prioritizing the most criticalsafety and security problems and then figuring out what to do about them.Inviting other stakeholders (i.e., people with a vested interest in school safety andsecurity) to participate in this process will help the action team view its researchmore objectively. Outside participants will also bring additional expertise andideas to the table during brainstorming sessions.

they may find it difficult to leave their own viewsand biases out of the discussion.

Where Should the Forum Be Held?

The school is probably the best location. Forumparticipants can meet in the school auditorium orgymnasium for the opening and closing sessions.The brainstorming groups can meet in separateclassrooms, which will cut down on noise. Theaction team should provide some means for brain-storming groups to record their ideas, such as flipcharts and markers.

Inviting Stakeholders

Once you’ve established a list of potential forumparticipants, designate an action team member toget in touch with each group or organization.

Discuss how each stakeholder will be approachedand what will be said. Set a deadline for determin-ing each group’s interest in participating.

The forum should either be a half-day event ora series of half-day events, depending on howmuch research you are asking participants toreview. Make sure potential attendees understandthe time commitment when you issue invitations.

After forum participants are confirmed, sendeach one an overview of the major safety and secu-rity risks the forum will be asked to consider.Provide relevant findings from any surveys or secu-rity assessments you’ve conducted. Do this at leastone to two weeks before the date of the forum togive participants time to review the material.

Facilitating the Forum

Your forum facilitators will use a simple, effectiveproblem-solving model to guide forum partici-pants in prioritizing safety and security concerns at

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PLANNING CHECKLIST

In preparing for the school safety and security forum, your Be Safe and Sound action teamshould ask these questions:

� Who should be invited to participate in the forum? How will candidates be invited? Whowill issue invitations and follow up?

� When is the deadline for participant confirmation? Do you have backup candidates inmind in case your first choices are unavailable?

� Where will the forum be held? Who will be in charge of securing a location?

� Who will be in charge of disseminating the report of research findings to forum partici-pants in advance of the event?

� Who will organize refreshments?

� Who will organize supplies, including flip charts and markers, paper and pens?

� Who will open and adjourn the forum?

� Who will facilitate brainstorming at the forum? Who is in charge of lining up facilitatorsand ensuring that they are familiar with the problem-solving process that will be used?

� Who will organize the participants into brainstorming groups of no more than ten?

� Who will be in charge of sending thank-you letters and a follow-up report to participantsafter the summit is over?

the school and discussing potential solutions.Because you’ve sent out a preliminary researchreport, participants should arrive at the forumwith an understanding of the problems youraction team wants to address. However, it will be a good idea to go over that data one more timebefore the brainstorming process begins.

Once brainstorming is underway, forum partic-ipants will be asked to prioritize safety and securityproblems, identify and prioritize potential barriers,and then discuss how to overcome those barriersto develop workable solutions to the most criticalproblems.

Here’s how the facilitation process works:

1. The Be Safe and Sound action team presents alist of safety and security problems identifiedthrough survey research, existing data, and theschool security assessment.

2. Forum participants prioritize these problemsand create a “top five” list.

3. Forum participants brainstorm barriers thatmight prevent each problem from being effec-tively addressed. Barriers represent a diagnosisof what’s at the heart of the problem—whatprevents progress toward a safer, more secureschool. The barriers are then prioritized.

4. Forum participants brainstorm and prioritizesolution statements that overcome the priori-tized barriers. Solution statements should be asspecific as possible, indicating

� What activity the solution calls for� What needs to be accomplished� Who should do it� Why it should be done (if this is not obvious).

See the chart below for an example.

Forum participants will also brainstorm poten-tial resources to identified solutions. For a compre-hensive overview of the forum problem-solvingprocess, see the Facilitation Guide (Appendix E).

When the brainstorming portion of the meet-ing concludes and forum participants reconvene,action team members should thank participantsfor their insights and explain that the action teamwill be using their ideas to formulate a schoolsafety and security action plan. The action planwill recommend specific school safety and securityimprovements, with instructions on how theimprovements can be accomplished. If you wantto recruit additional action team members, this isa good time to ask if any of the forum participantsare interested in a hands-on role.

Forum Agenda

The agenda for a successful school safety and secu-rity forum might look something like this:

1. Welcome2. Introduce action team, forum participants,

and facilitators3. Provide brief overview of the Be Safe and

Sound campaign4. Clarify goals and ground rules for the forum5. Present research pointing to safety and secu-

rity problems6. Break into brainstorming groups 7. Prioritize problems (30 minutes)8. Brainstorm and prioritize barriers (90 minutes)9. Brainstorm and prioritize solutions

(90 minutes)10. Brainstorm potential resources (30 minutes)11. Reconvene as a forum

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Problem Statement

East stairwell has been the site of numerous drug deals and bullyingincidents.

Barrier Statement

Teachers and administra-tors cannot monitor thisstairwell from the hallway.

Strong SolutionStatement

Action team will investigateoptions for opening up thisstairwell to monitoring(e.g., windows, mirrors).

Weak Solution Statement

Monitor this stairwell.

12. Report back: Each group shares its top prob-lems and prioritized solutions

13. Overview of next steps: Action team explainshow brainstorming ideas will be used to createan action plan and what follow-up will beprovided

14. Adjourn

The action team should send a thank-you noteto each participant after the forum is over. Thiswill be followed later with a formal report aboutthe forum results and the action plan.

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Developing the PlanThe action plan should identify safety and securityimprovements you intend to pursue and howyou’ll pursue them. If the forum had many brain-storming groups, the action team may find itselfwith a large amount of information to consider.Start by looking at the problems prioritized byeach group. Problems that ranked high in impor-tance, or which multiple groups selected, shouldbe considered priority problems. Next, look at theprioritized barriers andsolution statements thatwere developed andnarrow the list to amanageable size. Youmay find that groupscame up with similarsolutions that can becombined.

If the forum has rec-ommended solutionsthat are not feasible, theaction team will need tomake a few judgmentcalls. Websites listed inResources will serve asstarting points for addi-tional research yourteam needs.

Once the action teamhas identified the highpriority problems andnarrowed down poten-tial solutions, it’s time tobuild the action plan.See sidebar for an exam-ple of each piece of theplan. First, the actionplan should state the

overall goal, or mission, that all objectives and activ-ities will support. Objectives describe the purposesof the activities in the plan. Each activity representsa solution your action team has decided to pursue.To set the plan in motion, establish action steps foreach activity, identifying specific people, tasks, dead-lines, and anticipated outcomes. As a courtesy, sendcopies of the completed action plan to forum partic-ipants. See Appendix F for an action planning chartand Appendix G for an example of an action plan. 4

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Step 4: Develop an Action PlanYour Be Safe and Sound action team should reconvene after the school safety andsecurity forum. The solutions identified by the forum will serve as the basis forthe action plan. But before you start working on the action plan, take a momentto celebrate the team’s accomplishments thus far!

Here’s what a slice of your action plan might look like:

Goal

By June 2005, Jones High School will have in place behavioralstrategies and equipment that will make the learning environmentsafer and more secure.

Objective

To provide a safe and secure environment during daytime andevening hours of building use

Activity

After consulting with other schools that currently use ID systems,the school will require all students and staff to wear identificationbadges.

Action Steps

Mary and Bob will conduct site visits to two schools that haveimplemented ID badge systems to determine how the systems areworking, whether there are problems, how much it cost to imple-ment the systems, and which vendors were used. They will investi-gate the option of ID badges that double as door lock swipe cards.They will report their findings at the next action team meeting onJune 5, 2004. Further action steps and deadlines will be assignedat that time.

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A Note About Funding

If you’re planning to implement safety and security strategies thatrequire a lot of cash, work with the school principal to identify finan-cial resources within the local school system. These might includebuilding funds or board of education dollars. If internal funding is notavailable, you may need to research alternative funding sources inyour community and state. Locally based foundations and corpora-tions (or local offices of national corporations) frequently have specialfunds set aside for local groups. Local and state government (andpossibly federal agencies) may also make funds available throughdepartments of community action, drug prevention, public safety,neighborhood revitalization, and economic development.

Check the library for information on funding sources in your com-munity. The library may also have special resources such as TheFoundation Directory, which lists thousands of grants nationwide.(You can subscribe online at http://fconline.fdncenter.org/.) TheChamber of Commerce, the economic development office, and yourstate or federal legislators may also have some excellent suggestionsabout where and how to secure financial backing. See Step 6:Advocate Your Cause to learn more about approaching businessesfor funding.

PLANNING CHECKLIST

As you develop the action plan, ask these questions:

� What process will the team use to process forum feedback anddetermine which recommended solutions to implement?

� Do action team members have contacts or professional expertisethat will help move specific plan strategies forward?

� Have other schools in your area addressed similar safety andsecurity problems with similar programs? Do they have insightsto share?

� Who will be in charge of preparing the action plan and distribut-ing the document to action team members as well as forumparticipants?

� Who will serve as the lead coordinator on action planimplementation?

Passion is contagious. Media coverage may getthe attention of other community experts and vol-unteers who can help you address your safety andsecurity objectives more effectively and efficiently.

Partners. Broadcast and newspaper coveragemay make it easier to attract potential partners orfunders (including businesses, corporations, foun-dations, and other grant-making organizations),not to mention elected officials who can lobby foryour cause or connect you to available governmentdollars. This may be critical if your school supportsyour efforts but lacks sufficient financial resourcesto implement all the safety and security improve-ments that are spelled out in the action plan.

Recognition. Your Be Safe and Sound actionteam has been working hard and deserves someapplause! Savor the opportunity to reflect on howfar you’ve come and to revitalize the team for thework still ahead.

Momentum. Your safety and security improve-ment efforts should be viewed as ongoing, not as afinite project. Increased community awareness willmake it easier to generate support for new safetyand security improvements as your plan is revisedin the future. It may also attract additional actionteam members.

Accountability. Once your plan is made pub-lic, there will be more incentive for those whohave made commitments—including schoolofficials, parents, students, business partners, andlegislators—to follow through.

Getting Your Story Told

How your action team chooses to get its messageout is an important decision. Should you issue apress release? Hold a press conference? Write anop-ed article? Call a reporter and offer an exclu-sive? What you decide to do will depend on bothyour community and your story.

Press Releases

The press or news release is an all-purpose tool. Itcan report survey results, statistics, or otherresearch findings. It can announce the launch ofyour initiative or action plan. Or it can tell thestory of community members working together toimprove school safety and security. Whenever youhave a story, it’s a good idea to develop a pressrelease. It helps frame what you have to say andgives the media a quick idea of what the story isabout. See Appendix H to learn more about writ-ing a press release and Appendix K for a samplerelease.

Press Events

If you have hard news to report (i.e., breakingnews that affects your community), a noteworthyangle, and other attractions for the media (e.g.,local celebrities, community leaders, or experts;good materials; even refreshments), you couldhold a press event. Your action team may chooseto hold a press event to announce its safety andsecurity research results or action plan. Alwaysissue an advisory to notify media of an upcomingpress event. See Appendix I for more details aboutplanning press events, Appendix H to learn moreabout writing a media advisory, and Appendix Jfor a sample advisory.

News Availabilities

A news availability, a less structured version of apress event, gives media representatives the oppor-tunity for one-on-one interviews with keyspokespersons for your cause. For example, youmight schedule a news availability in which a localexpert provides background and perspective onnew school violence statistics, making sure tomention your action team’s local efforts. Or

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Step 5: Publicize Your InitiativeYou’ve got a safety and security action plan, and you’re moving ahead. Great!Now here’s a way to create support for your efforts: work with the school princi-pal to publicize your Be Safe and Sound initiative and action plan. There are sev-eral reasons for publicizing your action team’s efforts:

maybe you want to invite a select group of mediarepresentatives to talk with the school principaland key action team members about the schoolimprovements recommended in your action plan.

Letters to the Editor

Usually, letters to the editor are written in responseto something that’s already in the news. Letters to

the editor can commend a newspaper or a reporterfor a fine story, offer additional perspective or infor-mation about an issue the paper covered, or disagreewith opinions expressed in a news article, a story, oran op-ed. The key is to keep it short and to thepoint. Don’t forget to reference the article you’reresponding to by its headline and date. An actionteam member might write a letter to the editor, forexample, in response to an article discussing a new

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PLANNING CHECKLIST

A successful media campaign requires care-ful planning and organization. As with allyour other action team efforts, the teamshould work with the school principal todetermine direction and to match teammembers with specific tasks.

� What are the key messages your actionteam wants to communicate to themedia?

� What forms of media outreach will bemost effective in getting those mes-sages out?

� What are your local media outlets? Whatstate media outlets would be interestedin your story?

� Who will build the media list and obtaincontact information?

� Who will write and deliver advisories andpress releases to media outlets?

� Who will act as contact point for mediainquiries? (The principal is probably themost appropriate choice.)

� Are there local experts who could act asresources to the media or participate ina news availability? Who will contactthem?

� Who will watch the news for opportuni-ties to write letters to the editor? Whowill write the letters?

� Will someone write an op-ed?

If your action team chooses to hold a pressevent, you will need to consider the followingquestions:

� Who will serve as the event host andspeak on behalf of the action team?(Again, the principal is probably the bestchoice.)

� Who will be in the audience? Will youhave a guaranteed audience? If not,how will you get people there?

� Are there other people who should beinvited to attend or speak? Who willselect and secure speakers?

� Where will the event be held? Who willsecure the location?

� Who will coordinate technical needssuch as lighting, audio-visual equip-ment, a podium, and signage?

� Who will head up efforts to generatemedia interest and attract reporters andcamera crews to the event?

� Who will put together the press kits?

� Who will field press inquiries before andafter the event?

state government report on youth violence. The let-ter could highlight your action team’s findings andefforts to prevent crimes against local youth.

Op-ed Articles

When a letter to the editor won’t suffice, thinkabout writing an op-ed article. In an op-ed article,you can develop your arguments at greater lengththan in a letter and comment on issues not neces-sarily covered in the paper. Call the paper to findout its op-ed policy. Generally, articles should be700–1,000 words in length. Keep it straightfor-ward and compelling with examples, stories, andfacts to back up your argument.

Exclusives

An exclusive is a story pitch made to only onemedia organization or one reporter. The appeal of

an exclusive is that it gives the reporter more timeto investigate and develop the story withoutworrying that the competition will come out withit first. Sometimes an exclusive may be no morethan a “heads-up” to a friendly reporter or editorabout a possible feature or story. Or it may involvea more strategic and extensively researched pitch.A word of caution: By favoring one media organi-zation over others in your community, you mayalienate some important contacts. But perhapsyour action team will decide to maximize coverageby engaging a reporter in a long-term exclusive onthe school’s safety and security efforts and theresults.

For tips on determining your message, buildinga media list, and writing media communications,refer to Appendix H. Appendix I provides guide-lines for planning a press event. Appendices J andK respectively contain a sample media advisoryand a sample press release.

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Advocacy means educating policymakers andelected officials (such as school board membersand state legislators) and business leaders aboutyour school’s needs. Your Be Safe and Soundaction team can do this in a variety of ways—through site visits, letters, personal meetings, andhearings. Elected officials and businesses havedifferent interests, and your approach should betailored for each group.

Elected Officials

Working with the school principal, the actionteam should identify elected officials who areworking in support of your cause. These mightinclude members of the local school board, thestate board of education, and the county council,as well as federal, state, and local politicians. Aspart of its ongoing commitment to improvingschool safety and security, the action team willneed to convince and remind these leaders that itsefforts

� deal with a program of concern to a large seg-ment of the community (i.e., constituents).

� can get even better results with backing orendorsements from the elected official.

� will create a safer, more secure learning envi-ronment for current and future voters.

� will contribute to a valuable public image forthe elected official.

Here are some tips on successful advocacyefforts targeting elected officials:

� Write to each contact and explain the specificsafety and security issues your action team is

addressing. Explain the action team’s current oranticipated impact on the problem and how therecipient can help increase that impact. (SeeAppendix M for a sample advocacy letter.)

� Talk with elected officials (by appointment)about your program and your need for theirsupport.

� Make sure elected officials or their key staff areincluded on VIP guest lists for special eventsand community meetings organized by the BeSafe and Sound action team.

� Ask an elected official to speak (briefly) at oneof your events.

� Remind your contacts that while students maybe the perpetrators of some crimes, they aremore often the victims—and they are also anenormous pool of untapped energy, talent, andenthusiasm.

� Don’t limit communication to times when youhave a problem or need money. Send thank-you letters when legislators have done some-thing in support of your goals or the issue ofschool safety and security in general.

� Mobilize other parents, school groups, andsafety-oriented community groups to commu-nicate to the same legislators so that your groupis not a lone voice.

� Ask candidates to make school safety and secu-rity issues part of their platform.

� Keep a log of calls and correspondence withelected officials and their staff.

Businesses

Work with the school principal to identify busi-nesses that are sympathetic to your cause or couldbenefit from a partnership. These might include

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Step 6: Advocate Your Cause As you’ve learned through the partnerships you’ve established with forum partici-pants, safe and secure schools are important to the community as a whole, notjust to parents, faculty, and students. Law enforcement, social service agencies,businesses, nonprofits, and elected officials can be valuable partners for safety andsecurity on a number of levels. For example, while school officials may agree thatsafety and security changes are necessary, the school may have limited access tothe resources needed for improvements. This is where other community membersbecome crucial to your cause.

companies or retailers that are located near theschool, sell safety and security products or services,employ a large number of students, count studentsamong their customers, or have expressed a com-mitment to youth issues. Remember that busi-nesses are motivated by different factors thanpoliticians. Your Be Safe and Sound action teamshould remind business decision makers that itsefforts

� deal with a program of concern to a largesegment of the community (i.e., customers,suppliers, and partners).

� can achieve even better results with financialsupport, in-kind donations, pro bono services,or a visible partnership with the business.

� will make the community in which the businessoperates safer.

� will create a valuable public image for thebusiness.

Here are some tips on successful advocacyefforts targeting businesses:

� Write to each business contact and explain thespecific safety and security issues. Explain theaction team’s current or anticipated impact onthe problem and how the business can helpincrease that impact. If you are dealing with alarge corporation, call to find out where to

direct your efforts. You may want to ask who isin charge of community relations or corporategiving. (See Appendix M for a sample letter.)

� Develop a presentation to give business leaders(by appointment) about your program andyour need for their support.

� Trade advertising space in the school newsletterfor product, service, and monetary donations.

� Make sure your business contacts are includedon guest lists for special events and communitymeetings organized by the Be Safe and Soundaction team.

� Ask a business leader to host or emcee one ofyour events.

� Remind your contacts that while students maybe the perpetrators of some crimes, they aremore often the victims—and they are also anenormous pool of untapped energy, talent, andenthusiasm.

� Don’t limit communication to times when youhave a problem or need money. Send thank-you letters when the business has done some-thing in support of your goals or the issue ofschool safety and security in general.

� Ask the company to make school safety andsecurity a priority item in its corporate respon-sibility plan.

� Keep a log of calls and correspondence witheach business or company.

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Remember to follow board of education policiesand state laws governing the collection of informa-tion from and about students.

In particular, try repeating the same surveys andcollecting the same indicator data as last time. (Forsample indicators and surveys, see Appendices A, B,and C.) Then compare the results to your originalfindings. Have the numbers and attitudes changed?

Pull out your original school safety and securityassessment, and retrace the steps taken by theoriginal assessor. How many problem areas in the school can you check off as addressed andcorrected?

Measuring UpIn evaluating program success, you will considerthree types of measurements: process measures,outcome measures, and impact measures.

Process evaluation answers questions such asthe following:

� How well is your Be Safe and Sound actionteam functioning as a group?

� Are there changes that would make meetings,events, and deadlines more effective?

� If you experimented with different ways of get-ting things done, what effect did the variations

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Step 7: Evaluate Success and Revise the PlanIt’s been about a year since Be Safe and Sound was introduced at the school. Youraction team has already used a variety of research tools to document school safetyand security risks. Once you’ve worked with the school to implement safety andsecurity improvements (and have given those changes some time to take effect),you’ll want to repeat your research.

This time the action team will be using its findings to determine whether it hasmet the goals and objectives stated in the action plan. Follow-up research will alsodetermine whether changes at the school are actually making a difference.

PLANNING CHECKLIST

Before the action team begins its follow-up research, you will need to answer the followingquestions:

� Who will be in charge of collecting new indicator data?

� Can the new indicator data be added to the same database we used last time (for comparison purposes)?

� Who will analyze and compare the data?

� Who will organize the second survey process? How and when will surveys be adminis-tered? Who will tally the survey results?

� Who will conduct the follow-up security assessment? Will we use an outside assessoragain? Can the follow-up be conducted by the school principal, an action team member,or students?

� Who will compare different sets of data to track progress and identify new problems?

� Who will be in charge of reporting results to the school, students, and community? Whenand how? Who will share findings with the media and other important stakeholders? Arethe results significant enough to warrant a community or press event?

have? For example, was it easier to coordinatemeeting times, dates, and locations by email orby phone? Did more people show up for meet-ings when you sent out follow-up reminders?Have you discovered that the action team lacksa certain type of expertise and could use anadditional recruit or two?

Outcome evaluation answers questions such asthe following:

� Did the action team accomplish the tasksspelled out in the action plan?

� Did your media outreach garner any publicity? � Did your advocacy efforts lead to new funding

opportunities or partnerships with businesses?

Impact evaluation answers questions such asthe following:

� Did safety and security changes in the schoolenvironment have an effect on crime? Forexample, did the number of assaults in schooldecrease after a peer mediation program wasintroduced? Did the incidence of vandalism godown after new lights were installed in theschool parking lot?

� Did changes to the school environment affecthow safe students, parents, and faculty feelinside the school? Do they feel safer now thanthey did a year ago?

� Can the safety and security upgrades be corre-lated to positive changes in the school or com-munity, such as increased school attendancerates or fewer disciplinary actions?

� In short, were the goals stated in the action planachieved?

Following Up

The best reward for your evaluation efforts will beconfirmation that your Be Safe and Sound action

team is meeting (or has met) its goals and objec-tives to create a safer, more secure school. If yourevaluation research provides evidence of positivechange, be sure to share the news with the mediaand other important stakeholders, including pastpartners, forum participants, funders, parents,elected officials, business contacts, and thecommunity.

Also important will be information about atti-tudes, events, and unanticipated results. Forexample, you’re likely to discover new kinds offeedback when you repeat your surveys. A freshlook at indicator data may show positive move-ment in some areas but also previously undetectedproblem areas. Don’t be discouraged by thesefindings, but use them as a starting point whenyou plan your next school safety and securityforum a year or two after the first one. The ideasgenerated in the second forum will help you buildon past successes, make important adjustments toyour safety and security action plan, and continueyour efforts to make your child’s school a safer,more secure place.

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Seven Keys to SuccessfulEvaluation

� Make sure it gets done.� Build it into your process from the

start.� Examine both how you worked

(process) and what happened as aresult (outcomes and impacts).

� Measure consistently and accurately.� Assess changes in feelings and per-

ceptions as well as facts and statis-tics.

� Measure only what you can use.� Use what you measure.

1. Jill F. DeVoe et al., Indicators of School Crime andSafety: 2003 (Washington, DC: Bureau of JusticeStatistics and National Center for EducationStatistics, 2003), v, vii, x; available at http://nces.ed.gov/pubs2004/2004004.pdf.

2. Ibid., v, 71. 3. Ibid., 6.4. Ibid., 79. 5. Gary D. Gottfredson et al., National Study of

Delinquency Prevention in Schools (Ellicott City,MD: Gottfredson Associates, 2000), 2-1; availableat www.gottfredson.com/national.htm.

6. DeVoe et al., Indicators, 2003, 40. 7. Ibid., 28.8. Kenneth S. Trump, National School-Based Law

Enforcement Survey, 2003 (Anthony, FL: NationalAssociation of School Resource Officers, 2003), 4;available at www.schoolsecurity.org/resources/2003NASROSurvey.pdf.

9. DeVoe et al., Indicators, 2003, 36, 38.10. Sheila Heaviside et al., Violence and Discipline

Problems in U.S. Public Schools: 1996–97(Washington, DC: U.S. Department of Education,National Center for Education Statistics: 1998),vii; available at http://nces.ed.gov/pubs98/98030.pdf.

11. Are We Safe? (Washington, DC: National CrimePrevention Council, 2001), 32.

12. Adapted from Education Development Center,Inc., “School Safety Checklist,” available athttp://familyeducation.com/article/0,1120,24-10017,00.html.

13. Ira Pollock and Carlos Sundermann, “CreatingSafe Schools: A Comprehensive Approach” inJuvenile Justice, June 2001, 13.

14. Adapted from Trends and Issues: School Safety,2001 (Eugene, OR: ERIC Clearinghouse onEducational Management, 2001); available athttp://eric.uoregon.edu/trends_issues/safety/index.html#06.

15. Ibid.16. K. Dwyer and D. Osher, Safeguarding Our

Children: An Action Guide (Washington, DC: U.S.Departments of Education and Justice, AmericanInstitutes for Research, 2000), 2; available athttp://cecp.air.org/guide/actionguide.htm.

17. Mary W. Green, The Appropriate and Effective Useof Security Technologies in U.S. Schools: A Guide forSchools and Law Enforcement Agencies(Washington, DC: National Institute of Justice,1997).

18. Are We Safe? Focus on Teens (Washington, DC:National Crime Prevention Council, 2002), 12.

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Endnotes

Negatives

� Number of disciplinary referrals

� Number of suspensions

� Number of expulsions

� Number of thefts on school grounds

� Number of arrests on school grounds

� Number of drug/alcohol-related incidents

� Number of incidents of vandalism/graffiti

� Number of incidents of bullying

� Truancy rates

� Dropout rates

Positives

� High school graduation rates

� Attendance rates

� Percentage of students participating in after-school programs

� Percentage of parents attending open houses

� Percentage of students continuing to post-secondary education

� Percentage of students achieving honor rollstatus

� Percentage of students involved in school safety programs

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Indicator Data From SchoolsData that are routinely collected by schools, law enforcement, and communityorganizations are often called indicators. Indicator data are used to compare cur-rent conditions to those in the past. Indicator data are either positive or negative.Positive indicators are those in which an increase in the indicator numbers showsprogress or a positive result. With negative indicators, downward movement isgood.

Below is a checklist of useful indicator data typically collected by schools.

Students

The goal is to get surveys from as many students aspossible in each grade. Ideally, the surveys shouldbe given to students in a class they all must take—perhaps English or math. It may not be possible tosurvey every student in the school. If this is thecase, ask the school principal to help you identify asample group that includes each grade level andrepresents the diversity of the student body. Thesample survey for high school and middle schoolstudents included in this toolkit (see Appendix C)is designed to take no more than 15 minutes tocomplete.

Students should be told that the survey is com-pletely anonymous. They are not even to put theirfirst names on their papers. The person adminis-tering the survey (probably a teacher) shouldexplain that students are being given a chance tobe heard. The survey is intended to let parents andschool staff know about situations that make stu-dents feel concerned for their safety, as well aswhat the school might do to fix these problems.There are no right or wrong answers—just theanswer each student thinks is best.

The person handing out the survey should askstudents to look at it before they begin filling itout to be sure they understand the questions.Questions should be answered before the surveyprocess starts. Students may ask how certain ques-tions are meant to be interpreted. In most cases,the “meaning of the question” is whatever itmeans to the person responding.

Once student surveys are completed, the personadministering the survey should circulate a large,sealable envelope or drop box to collect the sur-veys. The envelope should be marked only withthe name of the teacher, the room, the class period(if applicable), the date, and the number of stu-dents present.

Administrators, Faculty, and Staff

It’s probably easiest to administer this survey in astaff meeting—again, taking no more than 15minutes. A process similar to that used with stu-dents usually works best. It is important to explainthat students and parents are also being surveyedand that all surveys will be handled anonymouslyand reported only by groups.

If the person administering the survey is askedabout the source of the questions, he or she shouldexplain that NCPC’s chief researcher developedthem from several major national surveys, adapt-ing the questions to the statistical circumstancesfound at the local school level.

Parents

Reaching parents can be difficult. One way to dothis is through a back-to-school night, where everyparent is handed a survey and asked to complete itto help improve school safety.

A sign should state that surveys will be handledanonymously and that students and school staffare being asked similar questions with equalanonymity. Provide a box in which people candrop their completed surveys.

Another tactic is to send parent surveys homewith students, along with a postage-paid envelopefor parents to mail their anonymous, completedsurveys back to the school. This option requiresthe cooperation of the school staff in assigningsomeone to collect the surveys on the actionteam’s behalf. It also requires one and possibly two sets of postage.

Evaluating Survey Results

Before administering the survey, you may want tocheck with your school district’s computer tech-

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Administering Safety and Security SurveysTo gain a clear picture of the school environment, you’ll need a variety of per-spectives. That’s why it’s important to survey not only students but also parentsand school staff, including administrators, teachers, custodians, bus drivers, andreceptionists. You’ll need to use different surveys for different audiences.

nologist to see if surveys can be posted online forelectronic completion and tabulation.

If that’s not an option, a spreadsheet can be setup by anyone familiar with spreadsheet software(e.g., Microsoft Excel) to allow for question-by-question tallying of answers. It’s also possible tohand-tally the answers on a grid, set up as in thetable below.

With this method, yes/no questions can be tal-lied and the percentage of each answer calculated.For multiple-choice questions (in which answersmay include “very safe,” “safe,” “somewhatunsafe,” “very unsafe”), values must be assigned.For example, “very safe” would equal four points,“very unsafe” would be one point, and the inter-

mediate answers would be three and two points.In this case, you would add up the values anddivide by the total number of answers to get anaverage score. But you would also need to indicatethe percentages of respondents who answered eachway. If many people answer “very unsafe” and“very safe,” for example, the average might comeout at 2.5. But you might achieve the same aver-age if an equal number of people answered “safe”and “somewhat unsafe.”

Prepare a report that assigns values to theresponses to each question. It will be helpful toshow student, teacher/staff, and parent responsesto similar questions in a table. This will highlightareas of agreement and difference. B

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Respondent

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Yes

Yes

No

Q2

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No

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No

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Yes

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SAFETY AND SECURITY SURVEYS

Survey of StudentsName of School

Date

In general, how safe do you feel at this school?

� Very safe � Generally safe � Somewhat safe � Not very safe � Unsafe

Please indicate all areas where you feel less than “generally safe.”

� Empty classroom � Bathrooms � Stairwells � Teachers’/staff lounge � Campus grounds/athletic fields� Hallways � Cafeteria � Parking lot � Office area � Gym/locker rooms

Please indicate the time(s) of day when you feel less than generally safe in any of these areas.

� Before school opens � During class change periods � Evenings after school events� During lunch period(s) � Working late in building � After school is dismissed� During class sessions � Evenings during school events

Please indicate how much of a problem you think each of the following has been during the most recentschool year.

Somewhat Somewhat of Hardly or notSevere Serious serious a problem a problem

Theft of personal property . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Theft of school property . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Vandalism to school property . . . . . . . . . . . . . . . . . . . . . � � � � �

Bullying/intimidation . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Fighting without weapons . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Fighting with weapons . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Drug use (including alcohol) . . . . . . . . . . . . . . . . . . . . . � � � � �

Drug/alcohol sales . . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Disrespect among students . . . . . . . . . . . . . . . . . . . . . . � � � � �

Disrespect from students to adults . . . . . . . . . . . . . . . . . � � � � �

Students troubled walking/biking to/from school . . . . . . . . � � � � �

Students troubled at bus stop/on bus to/from school . . . . . � � � � �

Student misbehavior at afterschool or school-related activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Student misbehavior in school’s immediate neighborhood . . . � � � � �

Uncontrolled/unmonitored access by visitors . . . . . . . . . . � � � � �

What, from your perspective, is the single biggest crime/school security problem in this school?

Does your school have a student code of conduct or similar rules of behavior?� Yes � Uncertain � No

IF YES, is it well publicized to students and parents throughout the school year?

� Yes � Uncertain � No

If there is one, does the conduct code or set of rules (or a companion document) describe sanctions forviolations and processes for imposing sanctions?

� Yes � Uncertain � No

Do you think that these rules are enforced fairly and that punishments are handed out fairly?

� Yes � Uncertain � No

Does the school have a way to recognize and reinforce positive behaviors among students?

� Yes � Uncertain � No

Who would you go to if you knew about a threat of violence at school?

� Principal/Assistant Principal � Counselor � Teacher � School Secretary � Some other school staff person

If you were to report a problem or concern your personal safety or that of another student to an adult atschool, how sure are you that he or she would know what action to take and how to take it?

� Very confident � Somewhat confident � Not very confident � Not at all confident

Does your school offer any of the following? Please check all that apply.

� Peer mediation training for students � Referrals for family counseling/parent training

� Anger management training for students � Parent involvement in school safety

� Classroom management training for teachers � Parent education on school safety policies, student behavior

� Prompt counseling for disturbed/upset students rules

� Afterschool programs for students � Don’t know

Do your teachers know how to maintain a good learning situation in the classroom?

� All of them do pretty well � Only some of them do pretty well

� Most of them do pretty well � Only a few do pretty well

What one thing would you do to improve safety and security at this school?

What grade are you currently in?

Are you a . . . � Male � Female

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Survey of Administrators, Staff, and Faculty

Name of School

Date

In general, how safe do you feel at this school?

� Very safe � Generally safe � Somewhat safe � Not very safe � Unsafe

Please indicate all areas where you feel less than “generally safe.”

� Empty classroom � Bathrooms � Stairwells � Teachers’/staff lounge � Campus grounds/athletic fields� Hallways � Cafeteria � Parking lot � Office area � Gym/locker rooms

Please indicate the time(s) of day when you feel less than generally safe in any of these areas.

� Before school opens � During class change periods � Evenings after school events� During lunch period(s) � Working late in building � After school is dismissed� During class sessions � Evenings during school events

Please indicate how much of a problem you think each of the following has been during the most recentschool year.

Somewhat Somewhat of Hardly or notSevere Serious serious a problem a problem

Theft of personal property . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Theft of school property . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Vandalism to school property . . . . . . . . . . . . . . . . . . . . . � � � � �

Bullying/intimidation . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Fighting without weapons . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Fighting with weapons . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Drug use (including alcohol) . . . . . . . . . . . . . . . . . . . . . � � � � �

Drug/alcohol sales . . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Disrespect among students . . . . . . . . . . . . . . . . . . . . . . � � � � �

Disrespect from students to adults . . . . . . . . . . . . . . . . . � � � � �

Students troubled walking/biking to/from school . . . . . . . . � � � � �

Students troubled at bus stop/on bus to/from school . . . . . � � � � �

Student misbehavior at afterschool or school-related activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Student misbehavior in school’s immediate neighborhood . . . � � � � �

Uncontrolled/unmonitored access by visitors . . . . . . . . . . � � � � �

What, from your perspective, is the single biggest crime/school security problem in this school?

Does your school have a student code of conduct or similar rules of behavior?� Yes � Uncertain � No

IF YES, is it well publicized to students and parents throughout the school year?

� Yes � Uncertain � No

If there is one, does the conduct code or set of rules (or a companion document) describe sanctions forviolations and processes for imposing sanctions?

� Yes � Uncertain � No

Does the school have a way to recognize and reinforce positive behaviors among students?

� Yes � Uncertain � No

Who would you go to if you knew about a threat of violence at school?

� Principal/Assistant Principal � Counselor � Teacher � School Secretary � Some other school staff person

If a student were to report a problem or concern to you involving his or her or another student’s personalsafety, would you know what action to take and how to take it?

� Yes � Uncertain � No

Does your school offer any of the following? Please check all that apply.

� Peer mediation training for students � Referrals for family counseling/parent training� Anger management training for students � Parent involvement in school safety� Classroom management training for teachers � Parent education on school safety policies, student behavior � Prompt counseling for disturbed/upset students rules� Afterschool programs for students � Don’t know

Do you feel you have appropriate, current training in maintaining a safe, orderly learning environment for theschool?

� Yes � Uncertain � No

Does your school have a crisis management plan? Do you understand your part in the plan?

� Yes � Uncertain � No � Yes � Uncertain � No

What one thing would you do to improve safety and security at this school?

Length of time at this school:

� Less than one year � One to two years � Two to three years � Three to five years � Five to 10 years � More than 10 years

Please indicate your status: � Teacher � Administrator � Other staff

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Survey of Parents

Note: If you have more than one child at the school, please fill out only one survey.

Name of School

Date

In general, how safe do you feel your child is at this school?

� Very safe � Generally safe � Somewhat safe � Not very safe � Unsafe

Please indicate all areas where you believe your child feels less than “generally safe.”

� Empty classroom � Bathrooms � Stairwells � Teachers’/staff lounge � Campus grounds/athletic fields� Hallways � Cafeteria � Parking lot � Office area � Gym/locker rooms

Please indicate the time(s) of day when you believe that your child feels less than generally safe in any ofthese areas.

� Before school opens � During class change periods � Evenings after school events� During lunch period(s) � Working late in building � After school is dismissed� During class sessions � Evenings during school events

Please indicate how much of a problem you think each of the following has been for your child during themost recent school year.

Somewhat Somewhat of Hardly or notSevere Serious serious a problem a problem

Theft of personal property . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Theft of school property . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Vandalism to school property . . . . . . . . . . . . . . . . . . . . . � � � � �

Bullying/intimidation . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Fighting without weapons . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Fighting with weapons . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Drug use (including alcohol) . . . . . . . . . . . . . . . . . . . . . � � � � �

Drug/alcohol sales . . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Disrespect among students . . . . . . . . . . . . . . . . . . . . . . � � � � �

Disrespect from students to adults . . . . . . . . . . . . . . . . . � � � � �

Students troubled walking/biking to/from school . . . . . . . . � � � � �

Students troubled at bus stop/on bus to/from school . . . . . � � � � �

Student misbehavior at afterschool or school-related activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � � � �

Student misbehavior in school’s immediate neighborhood . . . � � � � �

Uncontrolled/unmonitored access by visitors . . . . . . . . . . � � � � �

What, from your perspective, is the single biggest crime/school security problem in this school?

Does your school have a student code of conduct or similar rules of behavior?� Yes � Uncertain � No

IF YES, is it well publicized to students and parents throughout the school year?

� Yes � Uncertain � No

If there is one, does the conduct code or set of rules (or a companion document) describe sanctions forviolations and processes for imposing sanctions?

� Yes � Uncertain � No

Does the school have a way to recognize and reinforce positive behaviors among students?

� Yes � Uncertain � No

If a student were to report a problem or concern to an adult in the school involving his or her or anotherstudent’s personal safety, would that adult know what action to take and how to take it?

� Yes � Uncertain � No

Does your school offer any of the following? Please check all that apply.

� Peer mediation training for students � Referrals for family counseling/parent training� Anger management training for students � Parent involvement in school safety� Classroom management training for teachers � Parent education on school safety policies, student behavior � Prompt counseling for disturbed/upset students rules� Afterschool programs for students � Don’t know

Do you feel that teachers and other staff have appropriate, current training in maintaining a safe, orderlylearning environment for the school?

� Yes � Uncertain � No

Does your school have a crisis management plan? Do you understand your part in the plan?� Yes � Uncertain � No � Yes � Uncertain � No

What one thing would you do to improve safety and security at this school?

How long have you had at least one student in this school?

� Less than one year � One to two years � Two to three years � Three to five years � Five to 10 years � More than 10 years

Please indicate current grade levels of children at this school:

� Pre-K � First � Third � Fifth � Seventh � Ninth � Eleventh� Kindergarten � Second � Fourth � Sixth � Eighth � Tenth � Twelfth

How long have you lived in this neighborhood?

� Less than one year � One to two years � Two to three years � Three to five years � Five to 10 years � More than 10 years

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Who Can Perform This Assessment?

This assessment is designed for parents, schoolstaff, older high school students, and school safetyand law enforcement personnel who have not hadspecialized training in such work. It may be help-ful to work in teams; two or three sets of eyes andears are more likely to notice problems that needattention. Have one person complete the assess-ment checklist (see below), while others jot downspecific situation notes. One other helpful hint: ifyou’re planning to conduct parent, teacher/staff,and student surveys too (see Appendices B and C),do those first; the survey results will help yourassessment team zero in on problems morequickly.

How Do You Perform an Assessment?

Full-blown school safety and security assess-ments—which every school should, ideally, con-duct at least once every three years—require anexperienced professional who can look at theschool objectively and in the context of similarschools in other settings. If this is not an option,you can do a lot with a less formal assessment. Theprocess will increase your knowledge of the build-ing and the way the school is operated.

1. Collect information. If the school has had asafety assessment before, what were the results?What do the student, teacher/staff, and parentsurveys tell you about places and times peoplefeel unsafe? What do school records (indicator

data) reveal about when and where there havebeen problems? What do neighborhood crimedata show about incidents involving students?

2. Make a checklist of issues based on these data.Make sure there is space on the checklist tonote whether specific problems have been fixed,partially fixed, or not fixed, as well as follow-uprequired and who will do it. Use the assessmentform so that the person recording that informa-tion can quickly note where and when prob-lems are spotted during the assessment. Ifpossible, invite a local law enforcement officer(the school resource officer or an officer familiarwith your neighborhood) to go with you on theassessment. The officer may not be trained inschool safety assessments, but he or she willmost likely have had crime prevention trainingas well as experience in the field.

3. Get a map or a set of maps of the school, onefor each level or floor of the building. Makesure that one of the maps includes all the out-side areas, well marked.

4. Recognize that this work will take some time.You may wish to schedule it over two days ifyour school is big.

5. Consider inviting some students to join you;students who are interested in law enforcementor building trades careers, for example, wouldlearn from the experience.

Note that the first section of the assessment,“All Areas,” should be repeated in each area of thebuilding and grounds that you assess (play/athleticareas, classrooms, driving/parking areas, etc.). Youmay want to make additional copies of this sectionbefore the assessment.

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Basic School Safety and Security AssessmentThis assessment is designed as an initial scan of the school or as part of a follow-up to a professional safety assessment by a trained law enforcement, school secu-rity, or similar specialist. The assessment involves two key concepts: physicalclimate and social climate. Although these concepts will be examined chiefly onthe school campus, the immediate neighborhood will also be considered becausethe surrounding environment might create safety concerns.

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Basic School Safety and Security Assessment

Name of School

Date(s) Conducted Completed by

All Areas

For each area of the building and grounds listed on the following pages (play/athletic areas, classrooms, driving/parking areas, etc.), note the following as applicable:

Yes Uncertain NoDoors: Metal or metal-clad wood, locked from outside, not propped open, glassguarded against breakage, and no external hardware except on entry doors � � �

Windows: Locked from outside, guarded against breakage and entry . . . . . . . . . . . . . . . � � �

Ladders, fire escapes, etc.: Upper floors secured against entry . . . . . . . . . . . . . . . . . . . � � �

Boundary lines: School property is clearly defined as viewed from this area . . . . . . . . . . � � �

Lines of sight: From this area, people can see and be seen easily by others . . . . . . . . . . � � �

Lines of sight: This area can be seen by persons inside the building . . . . . . . . . . . . . . . . . � � �

Lighting (check at night if possible): Sufficient light to make activity in this area visible to passersby on foot, in cars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Signage: There is a sign in this area telling visitors where to report . . . . . . . . . . . . . . . . . . � � �

Signage: There is a sign easily visible in the main area of entry that gives school name and street address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Trash: The area is free (or nearly free) of trash, debris, and graffiti . . . . . . . . . . . . . . . . . . . � � �

Trash: There is a trash bin (or bins) available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Pathways: Walkways or other pedestrian paths are clear and well lighted . . . . . . . . . . . . . � � �

Bike storage: Any bike racks in area are secured to the ground, in good repair, and visible from building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Shrubbery and trees: All trees and shrubs are trimmed to refuse hiding places for persons (and access to upper floors in case of trees) . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Equipment: All maintenance and other equipment and all utility fixtures are either fenced off securely or under lock and key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

General: Area is attractive, well kept, and in good repair . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Play or Athletic Areas

Line of sight: Play areas are visible from the building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Boundaries: Play areas are clearly defined and fenced in . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Access: Emergency vehicles can reach the area easily . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

(continued)

Structures: Equipment sheds, field houses, etc., have sturdy doors and locks . . . . . . . . . . � � �

Structures: Equipment sheds, field houses, etc., are visible from building and from roadways, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Equipment: Freestanding or loose equipment is properly locked up . . . . . . . . . . . . . . . . . . � � �

Condition: There is no trash, debris, or graffiti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Classrooms

Lighting: Rooms are well lighted with interior lighting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Access: Doors are lockable, with deadbolt locks if warranted . . . . . . . . . . . . . . . . . . . . . . . � � �

Access: Vision panels in doors or classroom walls are clean and unobstructed . . . . . . . . . . � � �

Access: Classroom doors that open to outside are locked unless in use . . . . . . . . . . . . . . . � � �

Access: Students are not permitted in classrooms without proper supervision . . . . . . . . . . � � �

Communication: There is a two-way communication system between the . . . . . . . . . . . .main office and the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Temporary classrooms (trailers): All are visible from building, connected . . . . . . . . . . . .by communication system and alarm system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Materials: Any chemicals and other hazardous or potentially dangerous materials . . . . . .are kept in locked storage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Driving and Parking Areas

Traffic control: Stop signs, other devices adequately control inflow, outflow of traffic . . . . � � �

Surveillance: Parking areas can be seen from within the building . . . . . . . . . . . . . . . . . . . � � �

Surveillance: Parking areas are visible from adjacent street(s) . . . . . . . . . . . . . . . . . . . . . . � � �

Surveillance: Parking areas are patrolled during school hours; student arrivals and departures are monitored . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Lighting (check at night): Adequate lighting in all areas of all lots to make vandals, car thieves visible . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Condition: All areas are clear of trash, debris, and graffiti . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Hallways, Stairways, Bathrooms, Other Common Areas

Lighting: Hallways and stairways are well lighted any time building is in use . . . . . . . . . . . � � �

Lighting: After-hours lighting provides sufficient light for navigation and surveillance . . . . . � � �

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Play or Athletic Areas (continued)

Yes Uncertain No

Lighting: Bathroom lights are controlled by key switch rather than toggle switch . . . . . . . . � � �

Lines of sight: Hallways can be monitored by several teachers/staff from their classrooms/offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Lines of sight: Stairways are equipped, where appropriate, with convex mirrors for surveillance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Condition: All areas are clear of trash, debris, and graffiti . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Traffic control: Signs and floor markings, in good condition, are provided as needed . . . . . � � �

Access: Hallways are kept clear and not used for storage . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Access: Bathrooms are kept clear and not used for storage . . . . . . . . . . . . . . . . . . . . . . . . � � �

Policies and Practices

Key control: Keys are kept under strict inventory and secured appropriately . . . . . . . . . . . . � � �

Key control: Master keys are limited and numbered; holders must sign for them . . . . . . . . � � �

Building management: Policies spell out responsibility for opening and closing security checks and for checks of the building at least once during the day . . . . . . . . . . . . . � � �

Student behavior: Code of conduct is established, clearly posted in several locations, reviewed at least twice yearly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Student behavior: Code of conduct spells out procedure for violations, penalties . . . . . . . . � � �

Student behavior: Students are reasonably orderly and quiet as they walk through hallways for class changes, recess, lunch, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Faculty/staff: Administrators/teachers monitor hallways with friendly “hello” attitude . . . . � � �

Faculty/staff: Faculty are trained (and refresher-trained) in good classroom management techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Faculty/staff: Faculty/staff are kept up-to-date on resources for help for students . . . . . . . � � �

Faculty/staff: All know procedures for reporting crimes and agree to do so . . . . . . . . . . . . � � �

Faculty/staff: When on campus, whether inside or outside building, they reasonably enforce rules and code of conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Parents: Parents are involved in developing discipline process, code of conduct . . . . . . . . . � � �

Parents: Parents are provided annually with current code of conduct and disciplinary process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Security: If ID badges are used, all faculty, staff, and students are required to wear them . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

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Hallways, Stairways, Bathrooms, Other Common Areas (continued)

Yes Uncertain No

(continued)

Crisis management: The school has a crisis management plan in place and faculty,staff, students, and parents understand their roles in that plan . . . . . . . . . . . . . . . . . . . . . . � � �

Law enforcement coordination: The school and key staff meet regularly with local law enforcement regarding school issues and potential concerns/crises . . . . . . . . . . . � � �

Policy development, volunteering: Parents are encouraged to get involved appropriately in school safety/security issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Policy development, volunteering: Students are encouraged to get involved appropriately in school safety and security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . � � �

Comments

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Policies and Practices (continued)

Yes Uncertain No

What Is a Facilitator?

Facilitators are not expected to be content experts!

Content expertsPresent informationProvide the correct answersPromote one-way communication

FacilitatorsGuide discussionProvide the right questionsPromote two-way communication

Ground Rules

Before the forum begins, review with the facilita-tors the following ground rules:

� Follow the process.

� Do not allow speeches.

� Do not allow debate.

� Allow opportunity for clarification.

� Be sure that everyone has an opportunity tocontribute.

� Do not interject opinion on content areas.

� Record ideas.

� No idea is a bad idea.

� Do not argue.

� Move beyond “blame statements.”

Cautions

� When people are identifying problem state-ments, they will be tempted to provide solutionstatements. Keep them focused on problems.Maintain the discipline of the exercise.

� People will want to place blame. Remind themthat this is a strategic planning process and notthe time to blame or attack others.

� You may hear, “We have done this before.” Youare not responsible for the process and shouldnot try to justify it. The process works if given achance.

� Participants may ask, “What will happen next?”Let them know that this will be explained at theend of the forum.

� The assumption of this planning process is thatprogram needs should be considered beforeanything is eliminated; this means, for example,that no suggestion should be rejected because ofbudget limitations. This is visionary thinking.Encourage participants to “think outside thebox.”

Common Mistakes

� Not adhering to the process

� Injecting personal opinion

� Arguing or debating with participants

� Requiring participants to “convince” thefacilitator

� Too much dialog (from facilitator andparticipants)

� Losing control

� Vague solutions rather than specific actions.

Materials

The action team should provide flip charts andmarkers or similar materials for recording ideas.You will also need tape for posting sheets of chart

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Forum Facilitation Guide This appendix describes the facilitation process to use during your Be Safe andSound school safety and security forum. The process is simple and straightfor-ward and requires only knowledge of the key issues of concern to your school. Toensure success, facilitators will need to maintain discipline during the process andkeep solutions provided by participants specific to the section in which they areworking.

paper on the wall. During the brainstorming ses-sions, it is important that ideas be recorded clearlyand where every participant can see and refer tothem. Markers will also be used to indicate voteson the flip chart when participants are prioritizingstatements.

The Problem-solving Process

The school safety and security forum utilizes a spe-cific problem-solving sequence for strategic plan-ning. The model centers on four components fordiscussion: problems, barriers, solutions, andresources. The key components of the process areas follows:

1. Prioritize Problems

Action team members will present problems thathave been identified by the school safety and secu-rity assessments and other research.

Objective: To list problems and have participantsprioritize the top five problems

Facilitator Notes

� Introduce yourself to participants.� Have participants introduce themselves,

giving their name, title, and organization (if applicable).

� Explain the objective for this portion of theprocess.

� Explain the ground rules for the facilitationprocess.

� Continue the process until time or ideas areexhausted.

� Give each participant the option to pass. � Voting process: Participants should use a col-

ored marker to make a clear, visible mark onthe flip chart next to each of the five problemstatements they consider most important. Eachmark constitutes a vote, and each participantwill vote five times.

Process

1. Record all the problems identified by the actionteam on a piece of chart paper.

2. Begin the brainstorming to discuss identifiedproblems and their impact on the school andcommunity.

3. Give each participant in the group an opportu-nity to respond

4. Record comments as stated by participants.Encourage imaginative thinking.

5. Ask participants to identify the five problemsthey consider most important by making a visi-ble mark next to their choices. Clarify that eachparticipant will vote five times (see above noteon the voting process).

6. Tally the votes, and record on a single sheet ofpaper the top five problem statements as deter-mined by the group.

Use of Time

We recommend 30 minutes for this section—25 minutes for participants to discuss problemsand 5 minutes for voting. The action team shouldadvise you of the amount of time allotted to prior-itizing problems.

2. Identify Barriers

Barriers are issues or activities that prevent us fromeffectively addressing the problems. Barriers repre-sent a diagnosis of what’s at the heart of a prob-lem, i.e., what prevents progress toward a safer,more secure school.

Objective: To brainstorm and prioritize three bar-riers related to each of the five identified problems

Facilitator Notes

� Explain that the process will move quickly andthat participants will be asked to brainstormbarriers to each of the five priority problems.

� Continue the process until time or ideas areexhausted.

� Give each participant the option to pass.� Remind participants that barrier statements

should be directly related to the problem athand.

� Voting process: Participants should use a col-ored marker to make a clear, visible mark onthe flip chart next to the three barrier state-

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ments they consider most important for each of the five problems. Each mark constitutes avote and each participant will vote 15 times(three barrier statements for each of the fiveproblems).

Process

1. Quickly review the top five problem state-ments.

2. Write one problem statement at the top of apiece of chart paper.

3. Begin brainstorming to identify barriers toeliminating the problem.

4. Give each participant in the group an opportu-nity to respond

5. Record each barrier statement that is offered.6. Combine similar ideas and clarify any barriers

that are not clear.7. Repeat the exercise for each of the five prob-

lems, using a new sheet of chart paper for eachproblem.

8. Ask participants to identify the three barriersthey consider most important for each problemby making a visible mark on the flip chart nextto their choices. Explain that each participantwill vote a total of 15 times (see above note onthe voting process for this section).

9. Once you’ve tallied votes and finalized solu-tions for one problem/barrier set, move to thenext problem/barrier set and repeat the process.Tally the votes, and record each problem andits top three barrier statements on a separatesheet of chart paper.

Use of Time

We recommend 90 minutes for brainstorming and prioritizing barriers—18 minutes per problem(15 for brainstorming and 3 for voting). Theaction team should advise you of the time allottedto this section on the agenda.

3. Identify Solutions

To make this exercise work as a tool for develop-ing a concrete action plan, solution statementsmust address specific barriers that have been iden-

tified. (The idea is that once barriers are removed,resources and programs will easily follow.)Solution statements should be as specific aspossible. Solution statements should clearlyidentify the following:

� What is the activity that is being called for?� What is the outcome hoped for from the

activity?� What needs to be accomplished?� Who should do it?� Why (if it is not obvious)?

Remember that the people developing theaction plan after the forum may not have beenpresent in your group, so the solutions should beeasy for them to understand and should be writtenin objective form (specifying an action or objectivethat can be accomplished within a certain timeframe). See the example on page 50.

Objective: To brainstorm and prioritize solutionsthat address one or all of the three prioritizedbarriers

Facilitator Notes

� Use the same brainstorming process that wasused to identify barriers.

� Make sure solutions coming out of the brain-storming process resolve one or all of the topthree barriers related to a given problem. Eachsolution statement should refer to the changethat is desired (i.e., response to problem/barrier).

� Explain that the process will move quickly andthat participants will be asked to articulate asolution to each identified problem/barrier set.

� Continue the exercise until time or ideas areexhausted.

� Give each participant the option to pass.� Voting process: Participants should use a col-

ored marker to make a clear, visible mark onthe flip chart next to the three solution state-ments they consider most important for each ofthe five problem/barrier sets. Each mark consti-tutes a vote and each participant will vote

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15 times (three solution statements for each ofthe five problem/barrier sets).

� Ask each participant to be as specific as possi-ble, drawing on his or her experiences and thoseof the organization he or she represents. Thefacilitator or recorder should write the sug-gested solutions in complete sentences anduse language that outlines specific actions.Information derived from the brainstormingsessions will be used by the safety and securityaction team to develop an action plan. As such,it will be important to draw on informationthat is specific, clearly written, easily under-stood, and logical.

Process

1. Record one problem on a sheet of chart paper.Underneath it, record the top three barrierstatements related to that problem, as identi-fied and prioritized by the group.

2. Begin the brainstorming to identify solutionsto resolve each of the identified barriers (thiscan be done on a separate sheet of chart paper).

3. Give each participant an opportunity torespond.

4. Record each solution.5. Repeat the exercise until time or ideas have

been exhausted.

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Example 1

Example 2

Example 3

Example 4

ProblemStatement

East stairwell has beenthe site of numerousdrug deals and bullyingincidents.

Safety programs andservices exist at theschool but are not wellpublicized.

Multiple thefts haveoccurred inside theschool this year.

Survey data show thatboth students andteachers perceiveshoving and verbalabuse as a major prob-lem in school hallways.

BarrierStatement

Teachers and administra-tors cannot monitor thisstairwell from the hallway.

No staff member is identi-fied to coordinate informa-tion and promote theseprograms and services.

It is impossible to distin-guish between currentstudents, former students,and other visitors to theschool building, so it’shard to know who isstealing.

Students won’t reportindividuals who havepushed or teased thembecause they are afraid ofbeing teased more orbeaten up.

Strong SolutionStatement

Action team will investigateoptions for opening up thisstairwell to monitoring (e.g.,windows, mirrors).

Principal will appoint a staffmember (e.g., school coun-selor, social worker, orschool resource officer) todevelop and distribute a listof relevant services.

To determine costs, logis-tics, and feasibility ofintroducing an ID badgeprogram, the assistantprincipal will contact otherschools that requirestudents and visitors towear ID badges.

Social worker will researchanger management curric-ula that can be incorporatedinto family life classes and/or afterschool programs

Weak SolutionStatement

Monitor thisstairwell.

Publicizeservices.

Get ID badges.

Teach studentshow to better solveproblems.

6. Combine similar ideas and clarify any solutionsthat are not clear.

7. Ask participants to identify the three solutionstatements they consider most important foreach problem/barrier set by making a visiblemark next to their choices. Clarify that eachparticipant will vote a total of 15 times (seeabove note on the voting process for this sec-tion).

8. Once you’ve tallied votes and finalized solu-tions for one problem/barrier set, move to thenext problem/barrier set and repeat the process.

Use of Time

We recommend 90 minutes for brainstorming andprioritizing solutions. Each problem requires 18minutes—15 for brainstorming and 3 for voting.The action team should advise you of the timeallotted to this section on the agenda.

4. Identify Resources

To implement the action plan, the safety andsecurity action team will need to gather resourcessuch as funding, in-kind donations, and pro bonoservices. People and agencies, such as elected offi-cials or state school safety centers, can also beresources.

Objective: To identify one or more resources thatsupport each of the top solution statements

Facilitator Notes

� Use the same brainstorming process that wasused to identify barriers and solutions.

� Explain that the process will move quickly andthat participants will be asked to identifyresources to support the top solution state-ments.

� Continue the exercise until time or ideas areexhausted.

� Give each participant the option to pass.� No voting process is used when brainstorming

potential resources.

Process

1. Record one problem on a sheet of chart paper.Underneath it, record the top three solutionstatements related to that problem, as identifiedand prioritized by the group.

2. Begin the brainstorming to identify resources tosupport each of the identified solutions (thiscan be done on a separate sheet of chart paper).

3. Give each participant an opportunity torespond.

4. Record each resource.5. Repeat the exercise until time or ideas have

been exhausted.6. Combine similar ideas and clarify any solutions

that are not clear.

Use of Time

We recommend 30 minutes for brainstormingresources—six minutes for each problem. Theaction team should advise you of the time allottedto this section on the agenda.

After the forum is adjourned, take the time toclearly record each problem statement, its barrierand solution statements, and potential resources.Use a separate sheet of paper for each problem,and record only the prioritized statements (seeexample below). This small step will save a lot oftime for the action team and greatly assist them indeveloping objectives for the school safety andsecurity action plan.

Problem 1:

Barrier 1:Barrier 2:Barrier 3:

Solution 1:Solution 2:Solution 3:

Potential Resources:

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Action Planning Chart

Action Steps To Complete Activity

Who Will Take Action Deadline(s) Outcome

1.

2.

3.

4.

5.

Objective 1

To provide a safe and secure environment duringdaytime and evening hours of building use

Activity 1

Work with school technology coordinator toresearch and select state-of-the-art video surveil-lance camera system for installation.

Activity 2

Consult with state center for school safety aboutcompanies that might be willing to donate a swipedoor lock system. Contact those companies.

Objective 2

To provide training and support for parents andcaregivers

Activity 1

Send three parents from the community to attendthe state Behavior Instruction Academy.

Activity 2

Host three evening and afternoon workshops onbullying prevention. Engage presenters fromPhysicians for Change.

Activity 3

Establish a school safety resource center for par-ents.

Objective 3

To enhance positive student/teacher relationshipsaffecting school climate and safety

Activity 1

Invite outside experts to provide three staff work-shops on building relationships with students,using the Behave In/Behave Out and BuildingChampions curriculum models.

Activity 2

Select school staff to attend safe schools confer-ence.

Activity 3

Provide a forum in which teachers can share theirsuccess stories concerning positive student/teacherrelationships.

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Sample Safety and Security Action Plan North County Middle School Action Plan

Goal: By June 2005, North County Middle School will have in place strategiesand equipment that will make the learning environment more safe and secure.

Determine Your Message

Determining your message may be your mostimportant task in media advocacy. What exactly isit you want to communicate? Identify three keystatements you can use in all your dealings withthe media, no matter what the story is. These mes-sage points will help you frame the issue and makeyour case consistently. They’ll also help you selectstories that best convey your action team’s priori-ties and goals for your school safety and securitycampaign.

To be successful dealing with the media, youneed a story—something compelling to say, some-thing that merits wide dissemination in your com-munity. Put yourself in a reporter’s or an editor’splace. Think headlines: what is this story about inten words or fewer? Think public interest: whyshould people care? And think sources: where canyou and the media go for quotes, statistics, andother information that will give the story a factualbasis and relevancy?

Whatever is newsworthy about a story is calleda “hook,” and, as a media advocate, it’s your job tocreate the hook. Remember that reporters arelooking for stories that are full of new informa-tion, new research, new programs, and new ideas.They’re also looking for compelling feature storiesabout interesting people, programs, and activitiesin your community. If your campaign can’t offer“breaking news,” focus on messages that empha-size the human interest angle. Whatever you cando to play up the local appeal of your story willalso improve its chances of being covered by themedia.

Note: Decide who will be your action team’spoint of contact (the person whom reporters orother media representatives should contact) for aparticular issue or story, and make sure he or she iscomfortable with your messages. Always providethe name and telephone number of the point ofcontact so that media representatives can getanswers quickly.

Build a Media List

To be an effective media advocate, you will need amedia list outlining exactly where to send infor-mation that you want printed, broadcast, or dis-played. In smaller communities, your media listmight contain just a couple of radio or TV sta-tions and one or two newspapers; in larger com-munities, it might be pages long, listing a range ofTV, radio, and cable outlets; daily and weeklypublications; transit and outdoor-posting com-panies; and special-interest media as well. Here aresome pointers for developing and maintainingyour list:

� Use media directories at your local library andon the Internet, such as Broadcasting Yearbook,Editor and Publisher Yearbook, PBI MediaServices, Bacon’s, Hudson’s, and The Gebbie Press All-in-One Directory.

� Include all major daily and weekly news-papers—make sure to provide feature news tominority and community newspapers as muchas possible.

� Develop an inventory of state and localpublications—business magazines and week-lies, trade journals, senior citizen bulletins—that might be interested in your news.

� Include college and university newspapers, as well as newsletters and bulletins published by churches, hospitals, community groups, and other prominent local organizations andinstitutions.

� Include television and radio stations andcable outlets with news and talk shows and other public and community affairsprogramming.

� Don’t forget your local or state wire-servicebureaus—especially Associated Press (AP) andReuters—and be sure to include their daybookeditors, who compile daily calendar listings ofimportant events for the reporting community.

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Working With the MediaHere are some tips to working with the media to publicize your initiative andadvocate your cause.

� Call media outlets to confirm whom to sendthings to and how. Verify that you have theproper contact names, phone and fax numbers,and email addresses. Try to find out whichreporters cover your beat or topic, such as theschool system or local crime. Communitynewspapers may assign a specific reporter tocover your school.

� Include more than one contact per mediaorganization, especially at major outlets. Thatmeans city and section editors (for print) andnews directors, assignment editors, and pro-ducers (for broadcast), as well as individualreporters.

� Update your media list regularly—keep aneye out for reporters who are covering schoolissues and add their names. Do your best tokeep up with all personnel and address changes.

� Don’t limit your media contacts to your com-munity’s daily newspapers and major TV andradio stations. Include your school’s newspaperand PTA newsletter, your school system’s pub-lications, local calendars of events (often foundin newspapers but separate from the dailynews), and any other communication outlets inyour community. Don’t forget about websites,cable TV organizations, and supermarketbulletin boards.

� Include organizations and individuals inyour community—from the local Rotary Clubor Chamber of Commerce to your Senator andRepresentatives—who might be interested inhearing about your work.

Writing Media Communications

Step 5 of this kit outlines various methods of com-municating with the media, such as press releasesor events. Following are guidelines for using twoof the most common methods: news releases andadvisories.

Press Releases

Press releases (also called news releases) form thebasis of a news story. An editor may run the

release as is or assign a reporter to attend an event,conduct interviews, and write the story. Newsreleases may be sent out prior to an event foradvance publicity or after an event to describewhat took place. Informational releases can also besent out whenever you have news or informationto share (even if you aren’t planning an event). Inaddition to media outlets, be sure to send yournews releases to corporations to include in theirnewsletters, as well as public information officersof local government offices, social service agencies,and nonprofit organizations.

Write press releases in the inverted pyramidstyle. This means that the most important facts(who-what-when-where-how-why) come first. The less important facts come next, and the leastimportant facts come last. Note that importance isdefined by what the media and the public will findimportant, not by what your group wants high-lighted. Study news articles to see what type ofinformation is usually emphasized. By followingthe inverted pyramid style of writing, you’ll makesure that your audience or readers get the mostimportant information first. Don’t bury the mostimportant information at the end of a story orbroadcast!

More tips for successful news releases:

� Address your release to a specific person. Newsoutlets get tons of news pitches every day;addressing yours to a specific person willincrease its chances of being read.

� Include a release date. This tells the editor thatthe news is timely.

� Include the name and phone number of a con-tact person for reporters to call if they havequestions.

� Create a catchy headline (no more than tenwords) that explains your story. Being creativeand informative in your headline will help yourstory stand out.

� Include your city and state on the release, evenif the event you are planning is local.

� Limit your release to no more than one or twopages, if possible.

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� Develop a strong lead paragraph. The leadparagraph should offer a concise, engagingsummary of your news pitch.

� Put # # # at the bottom of the page to tell thereader that your release is finished.

� Include a brief overview of the organization (ororganizations) responsible for the news/event.

See Appendix K for a sample press release.

Media Advisories

Media advisories alert the media of upcomingevents, encouraging news organizations to send areporter and a photographer or television camerato cover a specific event. An advisory should besent out by 6:00 a.m. the Monday morning priorto your event (if your event is on Wednesday, the10th, your advisory should be at the news stationby 6:00 a.m. on Monday the 8th). Editors deter-mine what stories will be covered early in theweek.

Advisories should be concise, offering bulletpoints explaining the “who, what, where, andwhen” of your event. The “why” of the eventshould be explained in one or two short para-graphs offering highlights and/or backgroundinformation. In telling the “why,” you’ll want toinclude enough details so the assignment editor

feels compelled to send someone to cover yourevent but not so much information that you“scoop” yourself and tell your whole story before itactually occurs. Try to keep the key text of youradvisory to one page.

See Appendix J for a sample media advisory.

More Media Relations Resources

This tipsheet was adapted from two NCPC publi-cations, Partnering With the Media To Build SaferCommunities and “Working With the NewsMedia,” part of the Youth Action Packet. See theresource section for more information.

You may also want to check out the following:

“Public Relations: A Practical Guide for PTALeaders” on the National PTA website:www.pta.org/parentinvolvement/healthsafety/crisis/media/prg1.asp.

“Working with the Media,” from the CommunityWorks website: http://home.connection.com/~regan/Media.html.

“Working with the Media,” from the NationalYouth Network Youth in Action Bulletin, num-ber 14, March 2000, Office of Juvenile Justiceand Delinquency Prevention, U.S. Departmentof Justice, at www.ncjrs.org/html/ojjdp/youthbulletin/2000_02_1/contents.html.

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Determine Your Message

This is the most critical part of any event. Knowwhat you want to say, and be able to explain whyyou are doing the event. If you are launching acampaign, what is the news and why? Look for thenewsworthy angle. Everything that follows will tieback to this decision. Take the time to think thisthrough.

Select a Location

Is there a specific site that helps tell your story? Ifyour event is intended to announce school safetyand security improvements, the school is a logicallocation. In planning your location, always thinkin terms of visuals. Which rooms or outdoorvenues will provide the best footage? If you createcompelling visuals, you increase your chance ofbeing covered.

Select Speakers

Who will be telling your story and why? Thisdecision is second only to the message. Yourspokesperson can make or break your message.The school principal may be an excellent choicefor spokesperson. If you use a local celebrity, busi-ness leader, or elected official, make sure his or herpersonal track record and behavior parallel yourmessage. If you want your speaker to do personalinterviews on your message outside of this event,make sure the speaker is comfortable in that for-mat and that he or she knows enough about yourmessage to speak unscripted on the topic. Providetalking points for your speaker; everyone whospeaks on your issue should convey the same con-sistent message.

Determine a Background or Backdrop

Your location may take care of this. If not or ifyou are using signage, follow these tips:

� Put your message behind your speaker—usewords or pictures. A wallpaper style banner onwhich the message/logo is small and repeated isthe most effective layout.

� Less is more; keep the background simple.� Use a matte, not glossy background. A shiny

background will create camera glare and dis-tract viewers. To create a matte effect on aglossy sign, spray it with hairspray.

Lighting

You can almost never have too much light forcameras. If you can stage an event outdoors duringdaylight hours, you’ll get great pictures. If not, tryto provide as much light as possible. Avoid loca-tions in which there is back light (e.g., from win-dows behind the speaker)—the backlighting willmake your speaker appear as a dark image withfew features. Ideal light is achieved with white,incandescent (not fluorescent) bulbs and hits thespeaker from above and from the front. If poorlighting is unavoidable, be sure to provide advancenotice of this in your media advisory so cameracrews and photographers can plan accordingly.

Press Riser and Cut-away

If you have a designated area for the press to filmfrom, it should be

� Directly in front of the speaker (known as ahead-on)

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Planning a Press EventA press or community event to kick off your action plan will not only celebrateyour school’s commitment to safety and security and build excitement but alsorecognize the hard work your action team has done to date. The school is a nat-ural choice as an event venue. Consider planning a Be Safe and Sound campaignlaunch in coordination with a back-to-school fundraiser, parent night, PTA/PTOmeeting, sporting event, or pep rally. Having a built-in audience for your eventwill make it easier to attract elected officials and the media.

� At the same height as the speaker (if the speakerstage is 36 inches, the press riser should be 36 inches)

� No more than 75 feet from the speaker. Again,if that distance (known as the throw) is longerthan 75 feet, be sure to inform the media onthe advisory so they can plan accordingly.

A cut-away shot allows camera crews to film theevent from a different angle, reinforcing your mes-sage with an alternative visual. For example, yourhead-on shot may have a wallpaper backgroundwith the words “Be Safe and Sound” behind thespeaker, while the cut-away shot offers a close-upfrom the right, capturing poster-sized yearbookimages of the student body. Cut-aways are a greatway to get creative and add interest to yourpictures.

Audio-visual Equipment

Each event varies in audio-visual (A/V) needs.Evaluate your event site and your expected cover-age to determine your needs. A good rule is thatthe larger the event, the more press you’ll haveattending and the greater the need for A/V.Possible A/V items include

� Staging. Remember, if you have the speaker on a stage, the press should be seated at equalheight, so order accordingly.

� Lighting. See above. � Sound. Use equipment that can be adjusted for

the size of the room and the number of atten-dees. A/V technicians will give you good advice.House sound is usually your worst option.

� Mult box. If you expect to have more thanthree cameras and/or radio stations attending,or you have a long throw (distance betweenyour speaker and where your cameras will be),provide a mult box as a courtesy. Mult boxesallow press to plug directly into the primarymicrophone to eliminate excess noise. This willensure that TV viewers get the best possiblesound quality to hear your message.

Press Kits

All media that attend your event should receive apress kit that provides all the information to writea story on your event. The kit should include, asavailable, the following:

� A copy of any speech or statement given at theevent

� Copies of the media advisory and press release� Compelling statistics about school safety and

security� An overview of the school safety and security

improvements that your action plan will beintroducing

� Biographical information about event speakers,key action team members, and communityleaders who participated in the school safetyand security forum

� A fact sheet about the Be Safe and Sound cam-paign (see Appendix L).

Media Outreach

� Fax, email, mail, or deliver a media advisory tolocal media outlets. Be considerate of deadlines,as well as preferred lead times for stories.Broadcast stations will need at least 24 hoursadvance notice if you want camera crews tocover your event. Daily newspaper reportersusually need at least two days advance notice. Agood rule of thumb is to send your advisory by6:00 a.m. on the Monday prior to your event.

� Follow up on your advisory with a phone call24 hours before the event. Be prepared to giveevent details and re-send the original advisory.

� At the event: Provide press kits to the media andhave your speaker ready for interviews. Havesomeone at your event who can take quality pho-tos or video, in case the press doesn’t show up.

� Send a press release immediately after yourevent. Include pictures or film with yourrelease, and be sure to provide the names ofpeople in the photos.

� Follow up with a phone call to make sure theinformation was received and to answer anyquestions.

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Key Terms

Angle. A unique or compelling way of telling yourstory to captivate the interest of a news editoror reporter.

Lead time. The amount of time a news organiza-tion needs to receive information in advance inorder to fit the news into a specific publicationor broadcast.

Media advisory. A notice of an upcoming eventthat highlights why media should be interested.See Appendix J for more details and a sampleadvisory.

Mult box. A piece of A/V equipment that allowspress to plug directly into the primary micro-phone.

Press kit. A kit of background information, statis-tics, and quotes provided to reporters about aspecific program or event.

Press release. A story that tells the “who, what,when, where, how, and why” of an event oractivity that has taken place and provides inter-esting quotes or illustrations that may form thebasis of a news story. See Appendix K for moredetails and a sample release.

Talking points. Key campaign messages thatshould be communicated consistently in events,correspondence, media interviews and meet-ings.

Throw. The distance between the speaker and thecameras. I

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Sample Media AdvisoryFOR IMMEDIATE RELEASE CONTACT: Ann SmithMonday, August 30, 2004 xxx-xxx-xxxx

West Lake High School To Launch Be Safe and Sound Campaign

WHO: West Lake High School, in partnership with Acme Lighting Supply, Software Solutions Inc., and the [state] Center for School Safety

WHAT: Press event to introduce West Lake High School’s (WLHS) Be Safe and Soundcampaign, focusing on school safety and security improvements. Corporate partnersAcme Lighting Supply and Software Solutions, Inc. will pledge in-kind support toWLHS in the implementation of a school safety and security action plan.Additionally, the Jones Foundation will present the school with $5,000 for safetyand security upgrades. This event will coincide with the school’s annual OpenHouse night, with an expected 150 parents in attendance.

InviteesThe Honorable Diane Smart, xx State SenateThe Honorable Charles Lane, xx State LegislatureThe Honorable Andrew Fletcher, [state] Department of EducationMs. Kay Roberts, Director, [state] Center for School SafetyThe Honorable Catherine Sanders, Mayor, City of xxxMr. John Jackson, Police Chief, City of xxxMs. Nancy Johnson, Superintendent, City of xxx School District

WHERE: West Lake High School Gymnasium200 Main StreetCity, StateSchool Contact Number: xxx-xxx-xxxx

WHEN: Friday, September 3, 2004, 6:00 p.m.

WHY: Over the last year, WLHS has conducted several surveys and audits in order to iden-tify safety and security problems on its campus. Using the Be Safe and Sound cam-paign model of the National Crime Prevention Council, the school has engagedparents and community members in developing solutions to address these issues andconstructing a comprehensive action plan.

# # #

West Lake High School is the largest public high school in the county, comprising 1,200 students ingrades 9–12. Last year, the school ranked fifth in the state for academic performance.

Be Safe and Sound is a national campaign that seeks to educate people about safety and security issues,advocate for safety and security improvements, and challenge those environments where people are poten-tially at risk. Initially, Be Safe and Sound focuses on improving the safety and security of our nation’sschools through parental activism. The campaign is an initiative of the National Crime Prevention Council(NCPC) conducted in collaboration with National PTA and NCPC partners, The Allstate Foundation, ASSA ABLOY Group, Nextel Communications, and the Security Industry Association.

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Sample Press ReleaseFOR IMMEDIATE RELEASE CONTACT: Ann SmithFriday, September 3, 2004 xxx-xxx-xxxx

West Lake High School Launches Be Safe and Sound Campaign

Anywhere, USA. On September 3, more than 120 parents, 600 students, 30 Chamber of Commercerepresentatives, and the xxx City Mayor and Police Chief attended a kickoff event at West Lake HighSchool (WLHS) to introduce the school’s new Be Safe and Sound campaign. The campaign, adopted froma National Crime Prevention Council model, is dedicated to improving school safety and security with aparticular focus on efforts to reduce bullying, vandalism, and theft.

WLHS Principal John Doe—last year’s state principal of the year—spoke to attendees about the school’ssafety accomplishments thus far. Over the last year, the school conducted several surveys and audits inorder to identify safety and security problems on campus. The school has since engaged parents andcommunity members in developing solutions to address these issues and constructing a comprehensiveaction plan.

“Every child should be able to attend school feeling that he or she is in a safe and secure learning environ-ment,” said Doe. “Our Be Safe and Sound action team of parents, teachers, students, and local businesspartners is working to make this a reality.”

Immediate school improvements this year will include the introduction of anti-bullying curricula in class-rooms, an ID badge system for students and faculty, and new outdoor lighting in the west parking lot.Outdoor lighting will be donated by Acme Lighting Supply Co. Software for the ID badge system is beingprovided by Software Solutions, Inc. Other upgrades will be made possible with a grant from the JonesFoundation.

West Lake High School is the largest public high school in the county, comprising 1,200 students ingrades 9–12. Last year, the school ranked fifth in the state for academic performance.

Be Safe and Sound is a national campaign that seeks to educate people about safety and security issues,advocate for safety and security improvements, and challenge those environments where people arepotentially at risk. Initially, Be Safe and Sound focuses on improving the safety and security of our nation’sschools through parental activism. The campaign is an initiative of the National Crime Prevention Council(NCPC) conducted in collaboration with National PTA and NCPC partners, The Allstate Foundation, ASSA ABLOY Group, Nextel Communications, and the Security Industry Association.

For further information, call Ann Smith at xxx-xxx-xxxx.

# # #

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Be Safe and Sound Campaign Fact Sheet The mission of the Be Safe and Sound campaign is to raise awareness of safety and security issues andprovide concrete measures individuals and organizations can take to ensure safe and secure environments.

Launched in 2002, Be Safe and Sound is an initiative of the National Crime Prevention Council (NCPC) conducted in collaboration with National PTA and NCPC partners, The Allstate Foundation, ASSA ABLOY Group, Nextel Communications, and Security Industry Association. Because everyone has the right to be safe and secure, this campaign educates people about safety and security issues, advocates for improvements, and challenges those environments where people are potentially at risk. Be Safe and Sound promotes a comprehensive, proactive approach to safety and security.

Be Safe and Sound focuses on improving the safety and security of our nation’s schools by mobilizing parents, school administrators, elected officials, and policymakers to take action. Be Safe and Sound engages and educates these audiences about the need for safe and secure school environments and provides them with objective and expert-based school safety and security principles, including a comprehensive planning model.

In support of Be Safe and Sound, NCPC has produced the Caregivers’ Guide to School Safety and Securityand School Safety and Security Toolkit: A Guide for Parents, Schools, and Communities. The Caregivers’ Guideis a call to action that outlines four basic things parents can do to improve school safety and security. TheToolkit is an easy-to-use guide that assists parents and administrators in implementing the Be Safe andSound model in their schools.

Be Safe and Sound is a national initiative that was tested in two pilot states, Kentucky and Pennsylvania,from September 2002 through June 2003. NCPC and its partners are working with school safety centers and parent groups to launch Be Safe and Sound throughout the country.

For more information about Be Safe and Sound, contact NCPC at 202-466-6272, email besafe@ncpc.org, or visit our website, www.ncpc.org/besafe/.

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Sample Advocacy Letters Letter to Elected Official

September 1, 2004

The Honorable Andrew FletcherCommissioner [state] Department of Education 100 Maple St.City, State, Zip

Dear Commissioner:

Last year, students ages 12 through 18 were victims of about 35,000 crimes at schools in our state, includ-ing about 2,200 serious violent crimes. While school crime rates in our state are below the national average,students’ feelings of vulnerability do not always correlate with actual crime rates. Studies have shown thatthe fear of being victimized can be as powerful as victimization itself. Students who feel unsafe at schoolhave a harder time focusing on learning, and their academic performance suffers as a result.

That’s why we’re asking for your support of a new school safety and security initiative at West Lake HighSchool in [city]. Over the last year, WLHS has conducted several surveys and audits in order to identifysafety and security problems on its campus. Using the Be Safe and Sound campaign model of the NationalCrime Prevention Council, the school has engaged parents, students, and community members in develop-ing solutions to address these problems and constructing a comprehensive action plan. The plan’s initialfocus is on reducing rates of bullying, vandalism, and theft. Initial building improvements (new outdoorlighting and security cameras) have already reduced the number of graffiti-related incidents, and we areintroducing anti-bullying curricula to family life classrooms with the start of this school year. It is our hopethat this program will continue to achieve notable results and ultimately serve as a pilot for other schoolsthroughout the state.

In today’s communities, it is difficult, if not impossible, to improve academic performance without consid-ering levels of safety and security inside a school. Therefore, we are hoping you will consider incorporatingthis important issue into your 2004 reelection campaign. Please don’t hesitate to contact me if you wouldlike further information about Be Safe and Sound and the specific successes we’ve achieved at West LakeHigh School.

Sincerely,

John DoePrincipal

Letter to Potential Sponsor

September 1, 2004

Ms. Catherine SmithDirector of Community RelationsWild Ride Theme ParkCity, State, Zip

Dear Ms. Brooks:

National news coverage in recent years has shown that bullying and taunting are not the innocuous “ritesof passage” we once believed them to be for kids. Chronic bullying can cause low self-esteem, poor acade-mic performance, and depression. In the worst cases, children who are repeatedly bullied respond withviolence toward their tormentors, others, or themselves.

Bullying is a problem that sometimes starts at school but can easily spread to other parts of thecommunity—particularly to businesses such as yours that employ large numbers of students and that enjoy teenagers as regular customers.

That’s why we’re asking for your support of a new school safety and security initiative at West Lake HighSchool in [city]. Over the last year, WLHS has conducted several surveys and audits in order to identifysafety and security problems on its campus. Using the Be Safe and Sound campaign model of the NationalCrime Prevention Council, the school has engaged parents, students, and community members in develop-ing solutions to address these problems and constructing a comprehensive action plan. One of our majorareas of focus is on reducing rates of bullying at school. This year we plan to introduce anger managementand conflict resolution curricula to family life classrooms, as well as a series of workshops to help teachersand parents recognize signs of bullying. It is our hope that this program will continue to achieve notableresults and ultimately serve as a pilot for other schools throughout the state.

In light of your corporate commitment to youth in our community, I am writing to ask if your companywould be interested in becoming a sponsor of our Be Safe and Sound effort. As part of this commitment,we would ask that you publicize the campaign in your internal employee newsletter and community out-reach materials, and sponsor one of three bullying prevention workshops we have slated for this year. I will give you a call later this week to follow up with more details.

Sincerely,

John DoePrincipal

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Resources for Elementary Schools

NCPC’s publications for children address a wide rangeof topics, including home and neighborhood safety,bullying, alcohol and drugs, conflict management,media violence, diversity, and Internet safety. Below is asampling of publications that deal with children’sbehavior and school-related safety issues.

Helping Kids Handle Conflict

Guide for those teaching children includes imaginativeactivities to help children in grades K–5 learn nonvio-lent ways to settle arguments, deal with bullies, andavoid fights. Frames activities around common causesof conflict such as bullying, gender and cultural differ-ences, media violence, and weapons.

Teaching Tales for Caring Kids

Teaching Tales for Caring Kids tells traditional talesfrom around the world and relates their morals to con-temporary issues to help prevent crime, drug, and vio-lence problems among children (K–5). Includes relatedlessons, reproducible classroom activities, letters to par-ents, and four brightly colored posters. Topics includeanger management, appreciating diversity, treating oth-ers with respect, and resisting negative peer pressure.

Get the Message! McGruff’s Tool Kit To Keep Children Safe

Give children in grades K–5 the knowledge and skills tostay safe and prevent crime with this innovative new kitfeaturing McGruff the Crime Dog® and his nephewScruff®. Topics include bullying, conflict management,appreciating diversity, and positive peers. The kitincludes background information for educators, dailymessages for students to be read over the school’s PAsystem, classroom activities for teachers, reproduciblebrochures for parents (in English and Spanish), and acolorful poster.

Keeping Kids Safe: A Kit for Caring Communities

Comprehensive kit for teachers, law enforcement offi-cers, youth organization leaders, and other communitymembers contains a variety of materials for childrenpre-K through fifth grade. Background papers, interac-tive activities, worksheets, and posters cover topics suchas bullies; guns and other weapons; alcohol, tobacco,and other drugs; conflict management; and muchmore. Includes a cassette tape and songbook.

Resources for Middle and High Schools

Teens, Crime and the Community

Teens, Crime, and the Community (TCC) is a nationalyouth program that supports the concept of educationand action to create safer, more caring communities foryouth by youth. Since its founding in 1985 by NCPCand Street Law, Inc., TCC has brought more than halfa million youth from more than 40 states into theworld of crime prevention. To learn more about Teens,Crime, and the Community, visit www.nationaltcc.org.

The National Partners provide training in the imple-mentation of the Community Works: Smart TeensMake Safer Communities curriculum. This three-ring,user-friendly binder provides 31 sessions of hands-onactivities to teach and train teens in topics including

� Conflict management � Bullying and intimidation� Handguns and violence � Gangs � Substance abuse and drug dealing � Vandalism � Reporting a crime � Designing a community action project

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Resources National Crime Prevention Council (NCPC)202-466-6272www.ncpc.org

Except as noted, NCPC publications may be ordered online at www.mcgruffstore.org orby phone at 800-NCPC-911. Visit www.ncpc.org/besafe for a comprehensive listing ofschool safety and security resources.

The Community Works curriculum is available onthe web at www.nationaltcc.org or by contacting SocialStudies School Service by phone at 800-421-4246.

Youth Safety Corps

Youth Safety Corps (YSC) seeks to recruit, train, andmobilize a diverse student population to improve thelearning environment of America’s schools by designingand running projects to prevent youth crime, violence,and drug abuse. Through the development ofyouth/adult partnerships, students learn specific skills,including leadership and team work, to bring aboutpositive changes in their schools. With guidance fromtheir adult partners, students facilitate the developmentof prevention designs that may include teen courts,school safety audits, mentoring and tutoring, and awide array of other service learning projects. For moreinformation about Youth Safety Corps, visitwww.nationaltcc.org.

The Youth Safety Corps Project ImplementationToolkit is designed to help start a Youth Safety Corpsin your school. The kit includes information on identi-fying the safety problems in your school, developing aproject that addresses that problem, and getting theword out. The kit examines eight specific skill-buildingareas and 12 project examples.

Youth as Resources

Youth as Resources (YAR) is a philosophy and a pro-gram that recognizes youth as valuable communityresources and engages them as partners with adults inbringing about positive community change.Community-based YAR programs, governed by a boardof youth and adults, provide grants to young people todesign and carry out service projects. Young people inneighborhood centers, youth organizations, communityfoundations, classrooms, and clubs identify social issuesthat concern them and design projects to address them.Popular issues range from health and the environmentto drugs, gangs, and crime. The youth are the key lead-ers and decision makers in implementing their idea. Tofind a YAR program in your state, start a YAR program,or learn more, visit www.cyar.org.

Developing Communities in Partnership With YouthA practical, user-friendly manual for program managersof YAR and other community-based youth-adult part-nership programs. Contains information on how to

start a YAR program. Manuals may be ordered onlineor by contacting the Center for Youth as Resources at202-466-6272.

Youth Action Packet

Offers concrete information that teaches teens what ittakes to start and sustain a crime prevention project. A32-page booklet explains how to design and plan pro-grams. Eighteen pamphlets on such topics as peer men-toring, cross-age teaching, mediation, teen courts, anddrug prevention give teens background and start-upinformation. Each pamphlet answers the questions:what is it; what does it do to prevent crime; what doesit take to start; what does it take to keep going; whatare some challenges; what are some rewards; and howcan it be evaluated.

Crime Prevention Through Environmental Design (CPTED)

See Getting Started in this kit to learn more aboutCPTED.

Safer Schools by Design Training

A three-day, school-focused CPTED training, SaferSchools by Design offers participants an agenda packedwith interactive sessions using advanced CPTED strate-gies and solutions to promote safety, orderly behavior,and a reduction of fear in the school environment.Technical sessions cover transportation, signage, land-scaping, and lighting. Participants are guided through acomprehensive school assessment process followed by areal assessment of a school. Working in teams, partici-pants will develop, prioritize, and present feasible rec-ommendations.

For more information, visit www.ncpc.org, and clickon Programs; select Training, Facilitation & TechnicalAssistance.

Designing Safer Communities: A Crime Prevention Through Environmental Design Handbook

Guide to the principles and application of CPTED.Presents a framework for developing policies and part-nerships that address situational crime prevention.Reviews the experiences of several states and localitiesthat have successfully incorporated CPTED as part of astrategic approach to public safety.

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Other School Safety and Security Resources

Caregivers’ Guide to School Safety and Security

A call to action that outlines four things parents andcaregivers can do to improve school safety and security:listen to a child’s concerns; become educated aboutschool safety and security; get involved in efforts toimprove and strengthen school safety and security; andadvocate for and effect change. Also includes anoverview of school safety and security principles, achecklist to help parents gauge the safety and security oftheir children’s schools, and an action-planning tool.Copies free for the cost of shipping or may be down-loaded from www.ncpc.org/besafe.

Safer Schools: Strategies for Educators and Law Enforcement Seeking To Prevent ViolenceWithin SchoolsSpeaks to school principals and local chiefs of policeabout ways they can work together to make schoolssafer for our children. Includes a letter to adults, keybackground information, program and policy recom-mendations, and a resource list. Single copies are free.

Stopping School Violence: A Dozen ThingsParents, Students, Teachers, Law Enforcement,Principals, and the Rest of Us Can Do

A primer on how each of us can take action to makeour schools safer. Includes the warning signs of trou-bled kids and how to get help for them, a list ofresources for additional help and information on stop-ping school violence, and suggested readings. Singlecopies are free.

Additional Resources

NCPC’s Online Resource Center

Topics in Crime Prevention, NCPC’s online resourcecenter, is a growing collection of 4,500 crime preven-tion and community-building resources and strategies.Over 700 of these resources deal with the issues ofsafety and security. To search the resource center, visitwww.ncpc.org and click on Topics in CrimePrevention.

How Are We Doing? A Guide to Local Program Evaluation

Handbook for designing local program evaluationsincludes checklists, process outlines, methods choices,and key decision and timeline constructs for local pro-grams that want to develop their own evaluations ofprogram activities in crime prevention.

Creating a Blueprint for Community Safety: A Guide for Local Action

Strategic and effective crime prevention planning andaction help sustain prevention. This document providesoperational guidelines and suggests resources for thosewho lead major action planning initiatives at the locallevel.

Partner With the Media To Build Safer Communities

Helpful kit offers information and resources to enlistthe media as partners in crime prevention. Presents sug-gestions for an individual or group on reaching out tothe media, tips on getting prevention-oriented publicservice announcements on air and in print, and anoverview of ways to achieve sustained media coveragefor prevention activities. Includes stories of how crimeprevention and the media have worked together tomake crime prevention a priority.

Federal Agencies andClearinghouses

Note: Agency and organizational descriptions areexcerpted from the referenced websites.

Department of Education, Office of Safe and Drug-Free SchoolsToll-free: 800-USA-LEARNwww.ed.gov/about/offices/list/osdfs/ OSDFS supports efforts to create safe schools, respondto crises, prevent drug and alcohol abuse, ensure thehealth and well-being of students, and teach studentsgood citizenship and character. The OSDFS website’sReports & Resources page includes online publications,a directory of print publications, and links to other rele-vant resources and publications. The Programs/Initiatives page includes information about grantopportunities.

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Department of Education, No Child Left BehindToll-free: 888-814-NCLBwww.nclb.govThis website offers a comprehensive overview of the NoChild Left Behind legislation, which was signed byPresident Bush in 2002. Includes progress updates, aToolkit for Teachers, a Parents Guide, newsletters, andGuidance on Teacher Quality and Report Cards.

Educational Resources Information Center (ERIC)www.eric.ed.gov ERIC is a national information system funded by theInstitute of Education Sciences of the U.S. Departmentof Education to provide access to education literatureand resources. “The world’s largest source of educationinformation,” ERIC can be intimidating for new users.Before beginning your search, click on Help and visitthe New ERIC Users page to orient yourself to thedatabase.

National Criminal Justice Reference Services(NCJRS)www.ncjrs.orgNCJRS is a federally funded resource offering justiceand substance abuse information to support research,policy, and program development worldwide. Includesresources from the Office for Victims of Crime, Officeof Juvenile Justice and Delinquency Prevention, andDepartment of Homeland security.

National Associations and Nonprofits

ASIS International (formerly American Society forIndustrial Security)703-519-6200www.asisonline.org

Communities In Schools (CIS)Toll-free: 800-CIS-4KIDSwww.cisnet.org

National Association of Elementary SchoolPrincipals (NAESP)Toll-free: 800-38-NAESPwww.naesp.org

National Association of School Resource Officers(NASRO)Toll-free: 888-31-NASROwww.nasro.org

National Association of Secondary School Principals(NASSP)703-860-0200www.nassp.org

National PTAToll-free: 800-307-4PTAwww.pta.org

National School Boards Association703-838-6722www.nsba.org

National School Safety Center805-373-9977www.nssc1.org

State School Safety Centers and Offices

School safety centers have been established in 20 states.Although some centers are more active than others,they share a common mission: to provide school dis-tricts and staff, parents, and students with training,tools, and technical assistance to enhance the safety andsecurity of America’s schools. For an up-to-date list,visit www.ncpc.org/besafe.

California Safe and Healthy Kids Program OfficeDepartment of Education 916-319-0920www.cde.ca.gov/healthykids/

Colorado Safe Communities-Safe SchoolsCenter for the Study and Prevention of Violence303-492-8465www.colorado.edu/UCB/Research/cspv/safeschools/ind

ex.html

Connecticut Safe Schools and Communities CoalitionThe Governor’s Prevention Partnership860-523-8042www.drugsdontwork.org/sscc_home.html

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Florida Office of Safe SchoolsDepartment of Education850-245-0416www.firn.edu/doe/besss/safehome.htm

Georgia School Safety ProjectGeorgia Emergency Management Agency404-635-7000www2.state.ga.us/GEMA

Indiana School Safety Specialist AcademyDepartment of Education317-234-1362ideanet.doe.state.in.us/isssa/

Kentucky Center for School SafetyEastern Kentucky UniversityToll-free: 877-805-4277www.kysafeschools.org

Mississippi Division of Safe and Orderly SchoolsDepartment of Education601-359-1028www.mde.k12.ms.us/lead/osos

Missouri Center for Safe Schools,University of Missouri–Kansas City816-235-5656www.umkc.edu/safe-school

Nebraska Safe and Drug-Free Schools and CommunitiesDepartment of Education402-471-1925www.nde.state.ne.us/SDFS/Home.html

New York State Center for School Safety845-255-8989www.mhric.org/scss/

North Carolina Center for the Prevention of School ViolenceDepartment of Juvenile Justice and Delinquency

PreventionToll-free: 800-299-6054www.juvjus.state.nc.us/cpsv/

Ohio Resource Network for Safe and Drug-Free Schools and CommunitiesUniversity of CincinnatiToll-free: 800-788-7254www.ebasedprevention.org

Oregon Institute on Violence and Destructive BehaviorUniversity of Oregon541-346-3591www.uoregon.edu/~ivdb

Pennsylvania Center for Safe Schools 717-763-1661 www.safeschools.info

South Carolina Center for Safe SchoolsDepartment of Education Toll-free: 866-300-9326 www.myscschools.com/offices/ssys/safe_schools/sccss/

Tennessee School Safety CenterDepartment of Education 615-741-8468 www.state.tn.us/education/sp/sptssc.htm

Texas School Safety CenterTexas State University-San Marcos512-245-3696 www.txssc.swt.edu/

Virginia Center for School SafetyDepartment of Criminal Justice Services 804-371-6506www.virginiaschoolsafety.com/

Washington State School Safety CenterOffice of Superintendent of Public Instruction360-725-6059www.k12.wa.us/safetycenter

Be Safe and Sound Partners

National PTAwww.pta.org

The Allstate Foundationwww.allstate.com/community

ASSA ABLOYwww.assaabloy.com

Nextel Communicationswww.nextel.com

Security Industry Associationwww.securitygateway.com

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Action plan. A detailed outline that spells out specificgoals, objectives, and activities focusing on school safetyand security improvements.

Action team. A group of school staff, parents, students,and other community members dedicated to assessingschool safety and security threats, developing strategiesfor action, advocating for change, facilitating improve-ments, and evaluating outcomes.

Baseline. Statistical information (e.g., school delin-quency or graduation rates) that can be compared withsubsequent data to determine positive or negativechange.

Bullying. Physical or verbal intimidation, threatening,or abuse of one student by another, including pushing,shoving, teasing, and name-calling.

Clique. A narrow social circle or group that excludesothers.

Forum. A community meeting dedicated to prioritizingschool safety and security problems and brainstormingsolutions.

Gang. An exclusive adolescent social group engaged inunlawful activities.

Goal. A statement indicating an end toward which allefforts will be directed.

Indicator data. Statistical information quantifying acertain type of activity over a specific time period, suchas school graduation rates, attendance, arrests, trafficaccidents, or assaults.

Intimidation. Using threats to frighten another person.

Needs assessment. Research conducted to identifypotential and existing school safety and securityproblems.

Objective. A statement indicating a means to an end(goal).

Safety. For purposes of this campaign, policies andprocedures devoted to improving the school environ-ment by changing or influencing the behavior ofstudents and staff.

School administrator. Principal or assistant principal.

Security. For purposes of this campaign, hardware(e.g., surveillance equipment, locks, and lighting)devoted to improving a school’s physical environment.

Sexual harassment. Unwelcome sexual behavior,including comments, physical contact, gestures, and thespreading of rumors.

Social climate. Social factors that contribute to aschool’s level of safety and security—e.g., how studentsrelate to teachers and each other, how conflict is man-aged, etc.

Stakeholder. Any person with a personal or profes-sional interest in school safety and security.

Theft. Stealing of personal or school property.

Victim. A person suffering emotional or physical injuryor loss at the hands of another person or people.

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Glossary

Jon AkersDirector, Kentucky Center for School Safety

Bill BondPrincipal for Safe Schools, National Association of

Secondary School Principals

Mary DolanSafe Schools Coordinator, Pennsylvania Center

for Safe Schools

Dan Flannery, Ph.D.Director, Institute for the Study and Prevention

of Violence

M.B. “Flip” Flippen, Ph.D.President and Founder, the Flippen Group

Antonia LopezDirector, Early Care and Education, National Council

of La Raza

Wesley MitchellFormer Chief of Police, Los Angeles School Police

Department

Bill ModzeleskiAssociate Deputy Undersecretary, Office of Safe and

Drug-Free Schools, U.S. Department of Education

Thomas M. Seamon, CPPDeputy Commissioner, Philadelphia Police

Department (Ret.) and Co-chair, IACP PrivateSector Liaison Committee

Paul Timm, PSPVice President, RETA Security, Inc.

Rosemarie YoungPresident-elect, National Association of Elementary

School Principals

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AcknowledgmentsNCPC would like to thank the Be Safe and Sound campaign Advisory Panel members fortheir support of this initiative, their contributions to this toolkit, and their dedication tothe issue of school safety and security.

NCPC would also like to thank Sharron Corle, former Be Safe and Sound campaigndirector, and Jim Copple, former NCPC vice president, for the groundwork they laid forthe campaign and this kit, as well as Jan Moore, Region VII vice-president, PennsylvaniaPTA, for her feedback. And special thanks to Jenny Sullivan for organizing and writingthe material.

This publication would not have been possible without the support of NCPC staff, especially Meghan Sharp, Jean O’Neil, John Rosiak, Theresa Kelly, and the Publications and Information Team.

National Crime Prevention Council1000 Connecticut Avenue, NW, 13th FloorWashington, DC 20036-5325

202-466-6272Fax 202-296-1356

www.ncpc.org